UW -Whitewater Languages and Literatures Ellen Titzkowski Boldt boldte@uww August 6, 2014
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Transcript of UW -Whitewater Languages and Literatures Ellen Titzkowski Boldt boldte@uww August 6, 2014
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Summer Assessment Workshop for High School World Language InstructorsThe Three Modes of Assessment: Interpretive, Interpersonal, Presentational
UW-WhitewaterLanguages and LiteraturesEllen Titzkowski [email protected] August 6, 2014
+Overview
UNDERSTANDING ASSESSMENT
DESIGNING ASSESSMENTS
IMPLEMENTING ASSESSMENTS
EVALUATING ASSESSMENTS
+Overview Introduction
The Purpose of Assessment Attitudes Towards Assessment Intended Use of Assessments Developing Effective Assessments
Types of Assessments
Integrated Performance Assessments (IPA) The Three Modes of Communication Assessing the Modes: Tasks & Strategies
Designing Performance Assessments
Rubrics
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Why is assessment important?
Why do we keep doing it in our classrooms, despite the challenges it can present?
+The Purpose of Assessment
To motivate students
To serve as more than a vehicle to assign a grade
To drive the instruction (Sandrock 2010)
To show evidence that learning is occurring
To evaluate the effectiveness of instruction
To identify areas needed for improvement
+The Purpose of Assessment
Assessment is used as a diagnostic tool to describe what students have learned in the past shape future learning goals document progress towards student learning objectives identify areas needing improvement (in instruction and
student performance) measure language proficiency, communicative
competency, and cultural awareness evaluate teacher effectiveness*
WI Educator Effectiveness System DPI *Starting in 2014-2015, all WI educators will be evaluated on
student achievement & student learning objectives/outcomes (SLOs).
See http://ee.dpi.wi.gov/ for the latest information.
+The Purpose of Assessment
“Language assessment is the process of using language tests to accomplish particular jobs in language classrooms and programs” (42).
“To keep our language assessment practice purposeful, we therefore need to evaluate the extent to which the language testing tools we select and use are actually helping to accomplish the jobs of language assessment in our classrooms and programs” (44).
(Norris 2000/2012)
+Attitudes towards Assessment
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+Attitudes towards Assessment
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+Assessment Stakeholders: How do different groups view assessment and why?
Step 1: Brainstorm individually
Goals? Attitudes? Problems?
Stakeholders Teachers Students Administrators Students’ Families Curriculum planners Future employers University admissions
counselors
Step 2: Share and compare Discuss ideas with a
partner. Focus on differing
motivations.
(Norris 2000)
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Discuss in pairs.
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What makes a
good assessment
?
+Quality and Selection: What makes a good assessment?
TRICK QUESTION!
The selection and perceived quality of an assessment depends on its intended use.
+Intended Use of Assessments
(Norris 2000)
INTENDED TEST USE
WHAT?Test
Information
IMPACT?Test
Consequences
WHO?Test Users
WHY?Test
Purposes
+Developing Effective Assessments
Key questions to ask when creating/selecting the right assessment: Who uses the assessment? What is being assessed? Who/What is impacted? Why? What is the purpose?
Specify the intended use of the assessment.
Provide a general description of the intended assessment.
Note problems and possible solutions. (Norris 2000)
+Developing Effective Assessments
Purposeful language assessment requires:Acknowledging the context for assessment Focusing on assessment, not just on testsSpecifying the intended use(s) of the
assessments(s)Evaluating the outcomes of the
assessment(s)
(Byrnes 2001; Norris 2000)
+Developing Effective Assessments
What does purposeful assessment look like? Identifying the thematic and cultural contexts Setting attainable benchmarks or learning
targets Creating classroom activities to support
student success on performance assessments Synthesizing language and content
instruction Fostering task-based instruction Developing both formative and summative
assessments Involving all three modes of assessment Embedding assessments into curriculum
+Assessment Models
Common Assessments
Level- and course-specific assessments
Formative vs. Summative vs. Prototypical
Exit interviews (OPI, SOPI, MOPI)
Content-based, task-based, genre-specific
Performance Assessments Three Modes of Communication 5 C’s of the National Standards
+Types of Assessments
Focus on: grammatical accuracy focus on form vocabulary building discrete learning
checks
Focus on: communication application of learning authentic language use performance of real world
tasks meaningful contexts proficiency development integration with standards 3 modes of
communication teaching to the “test”
Traditional Assessment Tools
Alternative Performance
Assessment Tools
(Sandrock 2010)
+Types of Assessments
Assessment is a continuum. Teachers need to provide students with a
variety of feedback on various types of assessment across the spectrum, including: specific and focused feedback holistic and broad feedback Formal (rubrics) and informal (learning checks)
feedback
A balanced assessment system = both formative and summative assessments.
(Sandrock 2010)
+Types of Assessments
Learning checks, guided activities with teacher support
Informs and modifies instruction, classroom activities and student learning
Builds students’ confidence
Scaffolds information to be used in summative performance assessments
May focus more on specific learning targets (i.e. grammar concepts, vocabulary)
End-of-unit, end-of-course assessment (no support)
Demonstrates knowledge gained without teacher assistance
Motivates students
Showcases application of various skills learned via formative assessments
Synthesizes a variety of communication skills and language concepts
Formative Assessment
Summative Assessment
+Characteristics:The 3 Modes of Communication Interpretive Mode:
listening, reading, viewing authentic, text-based (audio, written, video/film)
materials monologic tasks (one-way communication)
Interpersonal Mode: spontaneous communication (oral or written) negotiation of meaning dialogic tasks (two-way communication)
Presentational Mode: speaking, writing monologic tasks (one-way communication) Rehearsed language usage
+The 3 Modes of CommunicationInterpersonal Interpretive Presentational
Active negotiation of meaning among individuals
Interpretation of what the author, speaker, or producer wants the receiver of the message to understand
Creation of messages
Participants observe and monitor one another to see how their meanings and intentions are being communicated
One-way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer
One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists
Adjustments and clarifications are made accordingly
Interpretation differs from comprehension and translation in that interpretation implies the ability to read (or listen or view) “between the lines,” including understanding from within the cultural mindset or perspective
To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture
Speaking and listening (conversation); reading and writing (text messages or via social media)
Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials
Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint)
(ACTFL Performance Descriptors for Language Learners 2012)
+Standards-Based Performance Assessment
Interactive graphic: http://wimedialab.org/worldlanguageassessment/clover.htm
+Assessment: Interpretive Mode
How do you typically assess students’ abilities to communicate in the interpretive mode?
+Assessment: Interpretive Mode Interpretive Assessment Task =
Demonstrate literal comprehension (keys words, main ideas, details) and interpretive comprehension (word and concept inferences, cultural perspectives, author intent, text organization).
Use a comprehension guide (worksheets, Q&A, creating or identifying images based on descriptions, etc.) to document both levels of comprehension.
Strategies for Developing Interpretive Communication Routinely incorporate authentic listening, viewing, and reading
texts/tasks into classroom instruction skimming, scanning, identifying language patterns.
Encourage focused listening/viewing/reading of smaller textual chunks and teach comprehension strategies context clues, word families, textual organization (headings, captions, photos).
Design group activities that allow for collaborative interpretive skills.
Assist students as they move from literal comprehension to interpretive comprehension goals. (Sandrock 2010: 83)
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Assessment: Interpretive Mode
Considerations for text selection
(Intermediate Level) Assessment targets ability to
detect main ideas and supporting details.
Texts should focus on simple narratives, routines, familiar contexts, personal experience.
Include a range of sentence lengths from simple to paragraph-length text.
Topics should be of high interest to students and include cultural content from the target culture(s) to allow comparison and contrast to their own cultural practices.(Sandrock 2010: 82)
+Assessment: Interpretive ModeSources for authentic LISTENING & VIEWING texts (highly contextualized & thematically appropriate)
commercials (TV/radio) public service campaign
announcements simple TV or soap opera
segments Interviews talk show excerpts film excerpts songs comic strips/cartoons podcasts descriptions (art/photos in
museum guides; directions)(Sandrock 2010: 82)
Sources for authentic READING texts(highly contextualized & thematically appropriate)
product advertisements public service campaign
announcements interviews/surveys from youth
magazines poems simple stories genre-specific letters/email advice columns personal ads photo stories with captions simple news articles resumes
+ Assessment: Interpersonal Mode
How do you typically assess students’ abilities to communicate in the interpersonal mode?
+Assessment: Interpersonal Mode Interpersonal Assessment Task =
Two (or more) students exchange information spontaneously, as well as express opinions, feelings, and emotions with each other
The student(s) may have information the other(s)do not have, thus creating an information gap and purposeful exchange of real information and negotiation of meaning.
Generally no notes or written support are allowed.
Strategies for Developing Interpersonal Communication Incorporate regular classroom activities that require interpersonal
communication to lower students’ anxiety levels for later assessments practice spontaneous speech in non-evaluation situations use discourse markers and key phrases to negotiate meaning reduce reliance on written notes and support negotiate meaning via information gap tasks allow students to interact with a range of peers and their
different proficiencies (mutual benefit of modeling and support)(Sandrock 2010: 83)
+Assessment: Interpersonal Mode Example Interpersonal Tasks
(with partners or in small groups) Information gap tasks Interviews Cultural comparisons Discussions
opinions reactions pros/cons personal perspectives
+ Assessment: Presentational Mode
How do you typically assess students’ abilities to communicate in the presentational mode?
+Assessment: Presentational Mode
Presentational Assessment Task = Students create a message to communicate to an
audience by means of a written or spoken language product.
Monologic task one-way communication Often used as a summative task after building upon
previous interpretive and interpersonal tasks. Presentational rubrics often evaluate “impact, which
refers to the degree to which the message maintains the attention of the reader or listener. The teacher should explore with students strategies for creating presentational products that have impact (e.g. selection of topic, use of visuals, choice of words, visual layout)” (Sandrock 2010: 84).
+Assessment: Presentational Mode
Strategies for Developing Presentational Communication
Use a process-oriented approach (drafts, peer-editing, revisions, rewrites, scripts, rehearsals, videotape) to allow for a variety of feedback opportunities.
Incorporate peer- and self-evaluation into the feedback loop.
Address the issue of “impact” in your rubric. Discuss and practice evaluating the “impact” of various
presentational messages in a variety of authentic and student-produced products.
Create a balanced rubric task appropriateness content language usage
(Sandrock 2010: 84)
+Assessment: Presentational ModeExample SPEAKING Tasks
Speech Monologue Voice mail Video Commercials Podcast Short play News broadcast Digital Story Genre-specific speech
(eulogy, campaign, etc.)
Example WRITING tasks Essay Poem Letter (genre-specific) Email (context-
specific) Advertisement/Flyer Blog post Description Glogster Journal Entry Photo essay with
captions
+Designing Alternative Assessments
Task and assessment instruments must fit the intended purpose for the student learning objective and connect to the standards.
Effective assessments (formative, summative, informal and formal) should be situated in a meaningful thematic context with real world application and authentic language use.
Transparency: Assessment ≠ Mystery What is the goal of the specific assessment? Informing students about the expectations and
communicative goals fuels student motivation. Discuss well-crafted rubrics at the beginning of the unit
so that students understand what the expected performance involves.
(Sandrock 2010: 28)
+Designing Performance AssessmentsBackward Design
By first selecting the intended goal, performance assessments can function as a filter for selection the content needed to achieve the student learning outcome(s) in a unit. What is necessary to complete the task(s)? Develop an essential question based on
the content/thematic unit in order to determine the tasks.
Create learning targets and formative assessments to build towards summative performance assessments in the three modes.
+Templates for Designing Performance Assessments Download the Blank Curriculum Planning
Template http://wimedialab.org/worldlanguageassessmen
t/resources.htm
Templates for designing integrated performance assessment tasks in future thematic units Copies are in your folder for use in afternoon
workshop session (Sandrock 2010: 34) and with workshop handouts/references online.
Nature Unit detailed example With workshop handouts/references online
+Example Unit: Clothing (Intermediate Level)
Essential Question: What do clothes say about a person?
Mode Interpretive Interpersonal Presentational
Performance
Assessment
Read & answer questions from an authentic article in a fashion magazine about current trends.
Interview a partner about their personal style preferences in various contexts and what they project.
Fashion Show: Write and present a text describing and a peer’s outfit and comment on what trends & image(s) it projects in which contexts.
In-ClassPractice
Read & analyze culturally authentic clothing advertisements online.
Info-gap tasks describing outfits/ style; view/analyze YouTube interviews “Kleider machen Leute” outfit/personality perceptions
Describe outfits in writing (draft & revise); describe orally what others are wearing, how the clothes they fit and what they project about the wearer.
Necessary Language, Structures, Functions, Cultural
Info
Clothing vocabAdjectives-styles/trendsPricing in EurosEuropean sizing
Question-AnswerDative verbsPersonal PronounsComparative/SuperlativeExpress opinions
Adjective endings(synthesis and application of everything previously listed)
+Sequencing Performance Assessments ACTFL suggests a sequenced approach:
1. Interpretive assessment
2. Interpersonal assessment
3. Presentational assessment
This methods allows each assessment to build on the following one, securing vocabulary and language functions from textual modeling via authentic texts in the interpretive mode which are needed to be successful in the interpersonal and presentational modes when the language becomes productive.
There is some debate about the last two steps since spontaneous dialogic communication with its inherent negotiation of meaning may appear more complex than monologic presentational tasks, such as writing and speaking (Tedick, D & Cammarata, L. 2014).
+Rubrics
Rubrics are a necessary tool for teachers and students to evaluate communication.
Rubrics must describe the expected performance and provide useful, targeted feedback. Does not meet expectations Meets expectations Exceeds expectations
Rubrics should demonstrate how increased proficiency can be achieved so students know what to aim for.
+Rubrics Share rubrics with students to allow familiarity and
goals for expected performance levels.
Model rubric evaluation with students via sample performances.
Examples (included in your folders) ACTFL Performance Descriptors for Language
Learners (2012) can serve as a basis for creating rubrics.
UW-Whitewater Rubrics based partially on the ACTFL Performance Descriptors for Language Learners (1998 Version) & ACTFL Proficiency Guidelines Presentational-Writing Rubric Presentational-Speaking Rubric Interpretive Rubric (Assessing Textual Literacy)
+K-12 Assessment Resources in WI
Get in the Mode: Assessment Videos (2008) http://www.youtube.com/watch?v=oAJ8Zqan
Zr4&list=PL77DDFFFF389160BB&index=6
http://wimedialab.org/worldlanguageassessment/video.htm
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ChallengesTime ConstraintsClass sizeCurriculumDepartmental InvolvementStudent Attitudes “test” or “performance” anxiety
http://gratisography.com/
+Final Thoughts
“Assessment is perhaps one of [the] most difficult and important parts of our jobs as teachers. Ideally, it should be seen as a means to help us guide students on their road to learning. No single procedure can meet the needs of all learners and situations, so we need to remember to incorporate a variety of tools to help our students know how they are progressing and to gauge the effectiveness of our own methodology and materials.”
~ Jerrold Frank (Frank 2012: 32)
+Final Thoughts
Assessment… …is more than a test.
…is all the things along the way that prepare students. …builds on itself to help students progress. …needs to be both formative and summative. …can be informal and formal. …provides opportunities for meaningful feedback.
…needs to be purposeful and meaningful for students.
…is motivational by setting a clear path for performance goals.
…drives instruction.
…is integrated in the classroom and allows for evaluation of all three modes of communication interpretive, interpersonal, presentational.
+Final Thoughts
“Language assessment…is much more than simply giving a language test; it is the entire process of test use. Indeed, the ultimate goal of language assessment is to use tests to better inform us on the decisions we make and the actions we take in language education.”
~John M. Norris
(Norris 2000/2012: 42)
+References American Council on the Teaching of Foreign Languages.
(2012). ACTFL performance descriptors for language learners, 2012 Edition. Alexandria, VA: ACTFL. http://www.actfl.org/sites/default/files/pdfs/
PerformanceDescriptorsLanguageLearners.pdf
Byrnes, H. (2001). Faculty assessment and evaluation: additional considerations. ADFL Bulletin, 32(3), 34-36. http://www.adfl.org/bulletin/V32N3/323034.htm
Frank, J. (2012). The roles of assessment in language teaching. English Teaching Forum, 50(3), 32. http://americanenglish.state.gov/files/ae/resource_files/
50_3_7_frank.pdf
+References
Norris, J. M. (2014, April). How do we assess task-based performance? Invited LARC/CALPER testing and assessment webinar. http://larc.sdsu.edu/testassesswebinar/jnorris/Norris_Task-BasedAsses
sment_PPT.pdf
Norris, J.M. (2012). Purposeful language assessment. English Teaching Forum, 50(3), 41–45. (Reprinted from Norris, J.M. (2000). Purposeful language assessment. English Teaching Forum, 38(1), 18–23.) http://americanenglish.state.gov/files/ae/resource_files/50_3_10_norri
s.pdf
Sandrock, P. (2010). The keys to assessing language performance: A teacher’s manual for measuring student progress. Alexandria, VA: ACTFL.
Tedick, D & Cammarata, L. (2014). "Integrated Performance Assessment: Adapting the Model for CBI." [online http://carla.acad.umn.edu/cobaltt/modules/assessment/ipa/index.html
+Questions? Feedback? Contact me at [email protected]
http://gratisography.com/