1. Formative and Summative Assessment
Belonging
Challenges
Creativity
Discovery
Exploring Time and Place
Identity
Well-being

2. Formative
Assessment for learning can take place throughout the daily lessons of a unit, providing helpful feedback to both teacher and learners.
It tells learners how well they know and understand the content of the lesson.
Learners reflect on their progress toward the goals.

3. Learner Can–Do Chart I Can Yes With Help This Is Still a Goal
Discuss my lifestyle routine and find out about how others spend their time
Discuss health/ lifestyle balance issues and needs with others 
Respond to and offer suggestions on how to create a balanced lifestyle

4. Formative
Quick homework checks will allow learners to assess their understanding of a concept. (chart noting a “+” for completed and reasonably accurate)
 Category
Completed
Reasonably Accurate
Listen
Kind
Homework Checks +    -

5. I can discuss healthy/lifestyle balance issues and needs with others.
Formative
Teachers use this feedback to make adjustments to lesson plans and pacing as appropriate.
Teacher Can-Do Chart
Category
I can discuss my lifestyle routine and find out about how others spend their time.
I can discuss healthy/lifestyle balance issues and needs with others.
I can respond to and offer suggestions on how to create a balanced lifestyle.
Student 1
 Student 2
 Student 3

6. Formative
During pair or group work, circulate and monitor individual learners for staying in the target language (T), for their accuracy (A) on specific structures, for their ability to listen (L) and respond appropriately, and for their ability to be kind (K) by being an equal conversational partner in an activity (T.A.L.K.)

7. Formative
T.A.L.K. scores allow teachers to track learner performance during various speaking activities.
T.A.L.K Scores:
+ Consistency
Few Difficulties
- Many Difficulties
 Category
Target Language
Accuracy
Listen
Kind
Student A + -
 Student B
 Student C

8. Formative
Exit Slips
Exit slips work well when the teacher would like to see in writing how well an individual learner is able to meet the lesson objective.
Learners can be asked to write words and phrases that explained an expression introduced in class.
Collect the exit slips as learners leave.
Review the exit slips and pull out the ones for learners who did not make sufficient progress toward the objective.
Provide additional support to those learners during the next lesson.

9. Formative
Students reflect and evaluate their performance based on their global competencies.
Learners provide evidence of understanding.

10. Global Competency Learning Activity Formative Assessment
(representative samples from beginning to end of unit)
How does this activity support the unit goals or performance tasks?
Mode of Communication
Interculturality
Self
Community
World
Watch video clip of song, “Ma Vie au Soleil” (My Life in the Sun), and list activities that relate to a more relaxed lifestyle.
Explore elements of a balanced lifestyle
 Interpretive S
Use Liberation (newspaper) headline and article on stress at school. Have Learners complete a graphic organizer with statistics from the article and then compare them to their own situations. 
 Learn about the impact of school
on lifestyles
Interpersonal
Interpretive
S,C,W

11. Global Competency Learning Activity Formative Assessment
(representative samples from beginning to end of unit)
How does this activity support the unit goals or performance tasks?
Mode of Communication
Interculturality
Self
Community
World
Read an article on how French teenagers spend their free time. Design survey questions to use with learners studying French. Create a graphic organizer to compare school results to those in the article. Discuss the results in groups.
Explore how French teens spend free
time and make comparisons
Interpersonal
Interpretive
Presentational
C,W
Work in groups to create a multimedia presentation that explains metro, on the context of a teenager’s life in the United States.
Create a product that explains the lifestyle of a U.S. teenager to French teens

12. Summative
Teacher creates rubrics to provide the learner with clear criteria by which the performance will be evaluated.
Rubrics provide feedback on the strengths of the performance and suggestions for continuous improvement.
Rubrics help learners
Set goals and take responsibility for their learning by clarifying expectations for performance.
Develop their ability to self-assess their own work in terms of quality.
Rubrics help others (parents, administrators, colleagues) understand the criteria for excellent performance
Rubrics increase an assessment’s reliability through well-defined criteria that can be applied consistently across individual performance.
Rubrics help align criteria to standards, curriculum, and performance descriptors.

13. Summative - Sample Performance Assessment
Summative Performance
Assessment 
These tasks allow learners to demonstrate how well they have met the goals of the unit.
They are integrated throughout the unit.
The template encourages multiple interpretive tasks.
The interpretive tasks inform the content of the presentational and interpersonal tasks.
The tasks should incorporate 21st century skills.
Interpretive Mode
Presentational Mode
Learners will create a presentation based on multiple sources of information highlighting ways to promote A BALANCED LIFESTYLE FOR TEENAGERS. The presentation will be shared with another French class.
Interpersonal Mode
In pairs or small groups, learners share what they have learned about their lifestyle and the lifestyle of teenagers in (France) in terms of a balanced lifestyle. They compare their daily routines and schedules and make and respond to suggestions to adjust their lifestyle.
Learners will read a blog written by a teenager where he discusses his activities. They will demonstrate comprehension by answering questions about main ideas and will complete a graphic organizer based on information found in the text.
Learners will watch a commercial for a product that promises to make life easier or less stressful and will demonstrate comprehension by analyzing the effectiveness of the message and product.
Learners will read a schedule of a top athlete to determine how he spends the hours in his day, deciding what elements are part of a balanced lifestyle and what is missing.

14. Summative - Interpersonal
Category
Strong Performance
10, 9
Meets Expectations 8
Approaching Expectations 7
How well am I understood?
(Domain: Language Control)
I am easily understood. Errors in speaking are minor and do not interfere with communication.
I am understood most of the time. I may need to repeat or reword occasionally. Errors in speaking do not interfere with communication.
I am difficult to understand at times, and I may ask for help expressing ideas (ex: “How do you say….?”). Some errors in speaking may interfere with communication.
How involved
am I in the conversation?
(Domains: Functions, Text type)
I ask a variety of relevant questions to keep the conversation going. I can respond to questions and/or add follow-up comments/information. I encourage others to participate.
I ask relevant questions to keep the conversation going. I can respond to questions and/or make a follow-up comment.
I ask a few relevant questions; I respond to questions simply.
What communication strategies do I use?
(Domain: Communication Strategies)
I ask for clarification as needed. If I don’t know a word, I can explain it another way (circumlocution).
I ask for repetition as needed. If I don’t know a word, I can use gestures and drawings to express what I mean.
I can say “I don’t understand” as needed. If I don’t know a word, I quit talking.

15. Summative - Interpersonal
Category
Strong Performance
10, 9
Meets Expectations 8
Approaching Expectations 7
How do I demonstrate that I can correctly use the new vocabulary from the lesson/unit?
(Domains: Vocabulary, Context/Content)
I successfully use many new words related to the unit to discuss the assigned topic.
I successfully use a few new words related to the unit to discuss the assigned topic.
I successfully use familiar words related to the unit to discuss the assigned topic.
What cultural knowledge and understandings do I share?
(Domain: Cultural Awareness)
I add relevant information about the target culture. I use cultural gestures and/or expressions that imitate those that a native speaker would use.
I refer to relevant information about the target culture. I may imitate some cultural gestures and/or expressions that a native speaker would use.
I make limited or no references to the target culture. I may use a cultural gesture or expression that I have learned in class.

16. Summative - Presentational
Category
Strong Performance
10, 9
Meets Expectations 8
Approaching Expectations 7
Am I understood?
(Domain: Language Control)
My writing is clearly understood; the reader understands the writer’s intent without extra effort. Errors do not interfere with the message.
My writing is generally understood, but the reader may have to occasionally reread a phrase or sentence to understand. Errors do not interfere with the message.
My writing is generally understood, but the reader may have to be willing to make a guess or reread to understand. Errors occur and do cause some confusion for the reader.
How rich is my vocabulary?
(Domain: Vocabulary)
I use a wide variety of familiar vocabulary and correctly and appropriately incorporate new experiences from the current unit of study.
I use a variety of familiar vocabulary and correctly and appropriately incorporate a few new expressions from the current unit of study.
I use simple, familiar vocabulary correctly, and I may use a few new expressions from the current unit of study.
How well do I complete the task?
(Domains: Functions, Context/Content)
I complete each part of the task, adding some details.
I complete each part of the task.
I compete most of the task.

17. Summative - Presentational
Category
Strong Performance
10, 9
Meets Expectations 8
Approaching Expectations 7
How organized is my writing?
(Domain: Text Type)
My ideas are presented in an organized manner. My sentences are varied and interesting, and I use transitions to connect my thoughts.
My ideas are presented
in a somewhat logical manner. I have some interesting sentences
and use transitions to connect my thoughts.
My ideas are shared in a random fashion. My sentences follow a predictable pattern.
How are knowledge and understanding of the target culture represented?
(Domain: Cultural Awareness)
Comparisons between French and American culture are accurately presented.
Information about the target culture is accurately presented.
Information about the target culture is presented but may or may not be accurate.