Presentation on theme: "World Languages Department Chairpersons Leadership Training Friday, May 5, 2006 Honolulu Airport Hotel."— Presentation transcript:
World Languages Department Chairpersons Leadership Training Friday, May 5, 2006 Honolulu Airport Hotel
Desired Outcomes: Understanding of the basic differences between HCPS II and HCPS III. Familiarity with the rubrics and sample performance assessments in HCPS III. Understanding of the purposes and uses of State Benchmark maps. Gain ideas for school and complex implementation plans for HCPS III for World Languages.
6 Standards Communication 1. Interpersonal 2. Interpretive 3. Presentational 4. Cultures 5. Comparisons 6.Connections&Communities 81 Benchmarks / 158 Performance Indicators 5 Standards Communication 1. Interpersonal Topic: Verbal Communication 2. Interpretive Topic: Critical Listening/Reading 3. Presentational Topic: Oral Presentation Topic: Written Presentation 4. Cultures Topic: Cultural Knowledge Topic: Cultural Comparisons 5. Comparisons Topic: Linguistic and Grammatical Concepts 6. Integrated into communication 76 Benchmarks/76 Sample Performance Assessments HCPS II Standards vs. HCPS III Standards
HCPS II HCPS III Standard Benchmark (grade cluster) Performance Indicator (one or more per benchmark: together these indicators attempted to cover the benchmark) Standard Topic Benchmark (grade cluster) Sample Performance Assessment (one per benchmark, one way of showing achievement of the benchmark) Rubric (assess achievement of the benchmark) Social Studies, Career and Technical Education, Fine Arts, World Languages HCPS II vs. III Comparison: Organization
Strandthe big ideas that define a content area Content Standard a broad statement of what a student needs to know or be able to do at the end of K-12 schooling TOPICa category under which related benchmarks are grouped Grade-Level Benchmark a specific statement of what a student should know or be able to do at a specific grade level or grade level cluster Sample Performance Assessment a generalized description of how a student can demonstrate significant aspects of the benchmark Rubric a tool to assess the quality of a students achievement of the benchmarks at the specified taxonomic level HCPS III: Organization
LEVEL IV LEVEL III LEVEL II LEVEL I Knowledge Analysis Comprehension Knowledge Retrieval Utilization ~Analyze using ~ Analyze ~ Describe how _ ~ Collect Data evidence ~ Categorize depends on _ ~ Define and find ~Classify with~ Classify ~ Describe how/why examples of justification ~ Compare ~ Diagram ~ Describe different ~ Generate/ ~ Create a ~ Explain the concept types of Test rule ~ Identify the ~ Give/Provide Hypotheses ~ Differentiate essential as examples ~ Investigate ~ Find what is opposed to non- ~ List ~ Use _ to common essential ~ Name determine _ among ~ Illustrate/Describe ~ Recall ~ Use _ to~ ~Predict how _ is related to ~ Recognize Solve ~ Represent ~ Select from a list ~ Demonstrate and explain Taxonomic Rubric Levels Marzanos New Taxonomy of Educational Objectives
More Definitions Sample Performance Assessment = a generalized description of how a student might demonstrate significant aspects of the benchmark Specific Task = a specific description of how a student might demonstrate knowledge or skill related to significant aspects of a benchmark Rubric = a description of levels of performance in relation to a benchmark
Specific task Sample Benchmark WL.IS.Y1.3.1 (HCPSIII p.39) Use oral language skills to make simple presentations Sample Performance Assessment (SPA): The student: Gives oral presentations (e.g., information, poetry, songs), arranging ideas to focus on a single topic using both memorized and original sentences, may use props, visual aids, or technological presentation tools. Task/Activity: The student: Gives a 1 minute speech to the class on his/her favorite school subject.
Generalized rubric AdvancedProficientPartially proficient Novice Use simple phrases and expanded vocabulary to make simple presentations on a variety of topics Use simple phrases and familiar vocabulary to make simple presentations on commonly encountered topics Use simple phrases and familiar vocabulary to make simple presentations on some very familiar topics Use only memorized words or phrases to make simple presentation on limited topics
Task Specific rubric AdvancedProficientPartially proficient Novice Use simple phrases and expanded vocabulary, with accuracy and expression. Use simple phrases and familiar vocabulary, with no significant errors and some detail. Use simple phrases and familiar vocabulary, with a few significant errors and minimal detail. Use only memorized words or phrases with many significant errors.
Rubric Focus Consistency Difficulty Error Level of detail Significance of detail Quality Speed or Fluency Variety
Task Specific/Benchmark Assessment The student prepares and presents a collage that describes himself/herself on videotape. Video exchanged with school of target culture.
Small group work Select a course and one benchmark. Design a specific task for that benchmark. *Create a rubric for the task.
Benchmark Maps Purpose: Provides consistency in identifying when benchmarks will be addressed as schools develop curriculum maps.
Benchmark maps are: Sequences of clustered benchmarks by quarters Clustered around Big Ideas of a grade or course
The Benchmark Map is developed with the following premises: All benchmarks for the grade level/course will be achieved in a school year. Major understandings are the big generalizations for the topic/concept. Benchmarks are presented in the suggested quarter for assessment. Italicized benchmarks are developed and assessed throughout the year.
Criteria considered Classroom practice and teacher input Language specific considerations (e.g., level of language learning difficulty) Content, skills, and topics Essential concepts of second language development o scaffolded learning o extended listening experience o receptive skills before productive skills
Taxonomic levels Benchmarks that contribute to big ideas for the time period Related benchmarks Balance of outcomes among the four quarters Difficulty and complexity of benchmarks
Sample of Benchmark Map: Introduction to World Languages A Grades 7/8 Semester 1, Quarter 1 Big Idea(s) / Major Understanding(s): Students will understand that: The functional use of a language is learned through developing and applying skills in authentic or meaningful contexts. Awareness of the perspectives of another culture provides insight into ones own culture and develops respect for the practices, products, beliefs, and values of other cultures
Introduction to World Languages A Grades 7/8 Semester 1, Quarter 1 HCPS III Benchmarks: WL.IS.6-8.4.1 Identify tangible and intangible products and practices of the target culture and compare them to other cultures WL.IS.6-8.1.1 Ask and answer social questions to get information or to maintain a conversation
Pair/share: What role do benchmark maps play in standards-based education? How can I use the maps?
Application of Benchmark Maps Do a curriculum map for the first quarter of one course, based on the draft of the benchmark maps. Submit through courier or by email to Lynette Fujimori by September 1, 2006.
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