1. Lessons from Understanding by Design What if we started with the end in mind?

2. 1. Identify Desired Results Look at Standards – “what’s important?” Big Ideas Essential Questions > Student objectives (know/do) 2. Determine Acceptable Evidence Plan Assessment Activities Plan Assessment scales (checklists, rubrics, etc.) 3. Plan Activities for lesson All the stuff we usually do first! The Steps of Planning From “Understanding By Design” Wiggins and McTighe (1998)

3. Planning the assessments first.. helps you to assess the viability of your unit. –Is it substantial? –Does it contain authentic communication? –Could kids get excited about the learning – and thus the assessment? allows you to focus your teaching on the end result. helps you scaffold to the final assessment. makes you see the non-essential activities. reveals the skills that you may not be addressing.

4. essential learning what we teach students

5. High Quality Assessment has a strong real-world or imaginary context has a strong purpose and seems meaningful to students represents a strong “end” to the unit aligns with the objectives of the unit, curriculum and standards allows the teacher to see areas of success and challenge allows students to go farther than you might expect allows for some student ownership of what happens and if you want to really go crazy...

6. The ACTFL Integrated Performance Assessment Model

7. The ACTFL IPA Model All three modes of communication evaluated as an integrated assessment unit Reflect real-world tasks Have a cycle of modeling, practice, assessment, feedback, practice, another task, etc. “the feedback loop” Feedback is high quality

8. The Feedback Loop Modeling Practice Performance Feedback

9. Lessons from The ACTFL IPA Model Require students to “do something with the language” not merely recite Provide opportunities for students to use a repertoire of skills, areas of knowledge, and modes of communication to negotiate tasks Blends classroom instruction and assessment via the “feedback loop” Performance can improve next time through good feedback ACTFL Integrated Performance Assessment, 2003

10. Ongoing Assessment (during the unit) Ongoing Assessment (during the unit) Teacher observation checklists Multiple choice, true/false tests Other written tests Quality of homework completed Class participation checklist (teacher) Mini-dialogue performances Entrance/exit tests – birthdays, age, etc. Mini Self-Assessments

11. Ongoing Assessment Ongoing Assessment Checks their progress toward the goals of the unit Prepares them for parts of the final assessment(s) Gives valuable feedback to you and them about what they need to practice Each unit should have it!

12. Feedback Options Unit Level - Final Assessments If you have lots of time! –Meet with students (like in WGBH video) –Teacher-written Narratives, like a mini-progress report If you have less time (but still some) Overall Score Sheet

13. Feedback Options Checklists Use to show completion of all parts of a project –Use to give feedback for things that you either know or don’t know, are right or wrong –Use checklist format as very simple rubric (p. 167-168, L & C) How? –Teacher checks – Demo classDemo class –Student checks (self-assessment) - WeddingWedding –Peer checks –Some combination

14. Feedback Options Rubrics Rubric –A description of what is expected at different levels of achievement for a given task. –A rubric is usually given as the task is explained so that everyone can know what is expected. –Rubrics can be… Teacher-scored Peer-scored Self-scored A combination

15. Your grade in Japanese class will be calculated as: Participation10% Class Work/Assignments10% Homework10% Tests & Quizzes30% Projects25% Final Exam15% Slide concept thanks to Greg Duncan, Interprep, Inc.

16. Your grade in Japanese class will be calculated as: Speaking & Listening Progress40% Assignments (written/HW)15% Participation10% Tests & Quizzes25% Final Exam10% Slide concept thanks to Greg Duncan, Interprep, Inc.

17. Through classroom assessment, the teacher consciously or unconsciously tell students exactly what matters for learning the subject in that classroom. Sandrock, p. 25

18. Grading Other Options for PreK-8 “CAN DO” Checklists Long-term Self Assessment Linguafolio European Portfolio (more later) Progress Reports Progress Rubrics based on: –ACTFL Performance Guidelines –SOPA Scale, COW scale –Linguafolio/European Scale –Teacher/District Created (Binder, Section 5) Portfolios