September 17, 2010 Jefferson County Public Schools World Language Assessment Committee

What will you be able to do? I can identify and implement the steps of backwards design. I can create student can-do statements for a unit of study based upon the State standard and targeted proficiency level. I can create an Interpersonal or a Presentational Performance-Based Assessment. I can make contacts with teachers throughout the state to form a professional learning community.

What do these mean to you?

How about these?

What do these mean?

Why performance-based?

Learning Targets by Level Beginning (1) SpeakingNH ListeningIL ReadingNH WritingNH Developing (2) SpeakingIL ListeningIM ReadingIL WritingIL Expanding (3) SpeakingIM ListeningIH ReadingIM WritingIM Refining (4) SpeakingIM ListeningIH ReadingIH WritingIM

Downloaded from September 11,

Downloaded from September 11,

Backwards Design Stage 1 Decide what the students should be able to do at the end of a unit and/or course. Create “Can-do” statements. Stage 2 Develop assessments that allow the students to demonstrate that they have met the learning targets set in Stage 1. Stage 3 Create daily lesson plans that support the learning targets and lead to successful completion of the assessments developed in Stage 1 & 2.

Unit Development – Stage 1 What will the students be able to do at the end of this unit? Create Can-do statements for: Interpretive Listening and Reading Interpersonal Communication Presentational Writing and Speaking

Unit Development – Stage 1 What will the students know at the end of this unit? Vocabulary Grammar Culture

Unit Development – Stage 2 Develop assessments that address each can-do statement keeping in mind…. What they should know at the end of the unit The targeted proficiency level of the students That assessments should be appealing to students

Unit Development – Stage 3 Create lesson plans that target the unit goals and objectives. To be done by individual teachers.

Create your own unit In your group, you will go through a shortened version of our creative process…using the topic for your group. Stage 1: What will the students be able to do? & What will the students know? Stage 2: Create Presentational and/or Interpersonal assessments.

Stage 1 What will your students be able to do? Can Do Statements Make sure you keep in mind: Targeted Proficiency level The mode of communication are you targeting Your can-do statements should be student-friendly

Stage 1 – Examples of “Can-do” statements Presentational Speaking I can greet people. I can introduce myself. I can tell my age and birthday. I can tell where I am from.

Stage 1 – Examples of “Can-do” statements Presentational Writing I can write an introduction of myself. I can write my age and birthday. I can write where I am from. I can write my phone number. Interpersonal Speaking I can answer questions about my name, age, origin, and phone number. I can tell someone when my birthday is.

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Stage 1 What will your students be able to do? Can Do Statements Make sure you keep in mind: Targeted Proficiency level The mode of communication are you targeting Your can-do statements should be student-friendly Load your Can-do Statements to:

Stage 1 - Continued What will your students know? Vocabulary Grammar Culture Identify specific and basic vocabulary, grammar, and cultural learning targets your students will need to support the can-do statements. (You may not have all three.) Add to your Can-do Statements at:

Stage 2 Create your assessment Write a scenario that “hooks” the student. Write your assessment in English to avoid confusion. Write something that is not just “the exchange student”. Try to make it relevant to your students’ community. Write an assessment that addresses the mode of communication, the can-do statements, the vocabulary, grammar, and cultural targets.

JCPS Unit 1 Stage 2 – Presentational Speaking Assessment Task You are applying to a summer study abroad program in Costa Rica. You will be staying with a host family. As part of the application, you are going to create a video introducing yourself to the family. They do not speak English. Say your name, where you are from, your age and your birthday in Spanish.

Stage 2 Create your assessment Write a scenario that “hooks” the student. Write your assessment in English to avoid confusion. Write something that is not just “the exchange student”. Try to make it relevant to your students’ community. Write an assessment that addresses the mode of communication, the learner goals, the vocabulary, grammar, and culture targets. Load your Assessments to:

Remember the process… Stage 1: What will the student be able to do? & What will the student know? Stage 2: Create your assessment. Stage 3: Plan lessons with stages 1 & 2 in mind.

Contacts… Rachel Croket, Eastern High School Rebecca Payton, Eastern High School Alice Spagnola, Fairdale High School

STAMP Results after 24 weeks Writing Speaking n = 86

Proficiency Levels Superior Advanced Intermediate Novice Broken into High Medium Low

from Ohio's Plan for World Languages, 2007, p. 13