What are we really assessing?

January 26, 2013Martha Pero

Hudson City Schoolsperom@hudson.edu

History“I took four years of … and I can’t say a word!”

Conversations at conferences

NCATE requirements- Advanced low

Lack of true proficiencyOPI (Oral Proficiency Interview)WPT (Writing Proficiency Test)

Learning curve In the heart of practice

What they remember

Where they begin

Same old, same old? Change in standards focus

original more communicative

Same old, same old?Change in philosophy of what students

need to know to be successful– 21st Century Skills

“Among the key required skills of our time include the ability to work collaboratively with people from different countries or geographic regions. Students need greater sensitivity to different cultures and languages, including more exposure to languages. They need to build such skills through real-world experiences and projects. Thoughtful use of new and emerging technologies is one way for this to happen.”

---Curtis Bonk, THE WORLD IS OPEN

Ohio Standards

Ohio Department of Education

Ohio Standards

Ohio Department of Education

Ohio Standards

Ohio Department of Education

Ohio Standards

Ohio Department of Education

Same old, same old?

Have we changed our assessments?

example of an exam

Goals for the chapterDescribe getting ready for a special eventTalk about daily routinesDescribe people and thingsExpress possessionUnderstand cultural perspectives on clothing

Are we testing this? interpretive? interpersonal?presentational?

Past experienceExample of test

Fill-inverb, adjective = look at subject or noun and put the

correct ending…. Comprehension?Multiple choice

Listen for the one word that gives the clue….comprehension?

Vocabulary fill- inReadingWritingListening

Past experienceOral-

Maybe evaluated once a quarter?

Culture (if we have time)

Test created by book or after lessons are completed

Backward design????

Same old, same old?

Let’s finish the bridge and cross over.

Formative or summative?

Formative- “forming” the students knowledgePercentage of grade?Practicing with the grammar and vocabulary

Summative- “Summing up” what they knowPercentage of grade? IPA

80% 20%

New experienceStart with the assessment goals

I can...Talk about my school telling what I like and dislikeTalk with a kid in the Dominican Republic and

compare our schools Talk about what I really like to do and do after the bell

ringsTalk about some of the people I know (and ones I

wish I didn’t know)ETC. Whatever captures your students’ interest

according to their age.

Teach The grammar

Conocer/saberVocabualryHace..quemás que...etc.

The culture of the schools

Talk, talk, talk, Ask and answer questionsSkype

Formative assessmentsVocabulary quiz

Saber/conocer quiz

Stem changing verb quiz

Etc.

Summative assessmentSit in group and talk about school with

classmates and me. Answer and ask questions.

Listen to the conversation and answer, summarize anything that makes them listen to the whole, not specific tiny wordsNot multiple choice

Write a letter to your host family that you are going to visit in the summer. Show me what you have learned. Impresiona a la Sra. Assessment sample

Summative assessmentRead the article about the grading system and

tell me if you like it or would it be better to keep the one we have. Or tell me what is different between their system our ours.

Skype and communicate with a native speaker.

Write a letter to your mom about how your school is different that your “host” family.

LinguaFoliohttp://ncssfl.org

You will make an account

Language Biography (3 components)Language BackgroundInterculturalitySelf-Assessment Checklists

Language Dossier

Language Passport

PurposeDocument language background

Reflection on where you are and where you want

to go

Take portfolio to college and/or job interview

Will be used by the teacher to know at which

level to test you on an integrated performance

assessment

Tips

Answer honestly

Not going to be able to answer all –no problem!

Not a test

Not a grade, but can affect your grade when the appropriate test is chosen to give you.

LinguaFolio

Three parts• Language Biography (3

components) • Language Background• Interculturality• Self-Assessment Checklists

• Language Dossier• Language PassportNCSSFL

Language BackgroundLearning Inventory

"How Do I Learn"

Documenting Language Background

(optional templates)

Learning Summary

Language Activities

Interculturality

Interculturality refers to the interaction of people

from different cultures, using authentic language

appropriately to demonstrate knowledge and

understanding of the cultures.

Self-assessment checklistsInterpretive Listening Checklist

Interpretive Reading Checklist

Interpersonal Communication Checklist

Presentational Writing Checklist

Presentational Speaking Checklist

Self-assessment checklists(by the end of the year)

1 •Novice mid

2 •Novice high

3 •Intermediate low

4•Intermediate mid

AP

•Intermediate high

TipChecklists go to level superior

You are not there!

Stop when you cannot answer yes to three in a row.

DossierIf you have any files on your server that would

back up any of the “I can” statements, upload them to Google DrivePowerPointsessays (take pic with phone cam and email)recorded conversationsetc.

Instructions Open Google Drive in FireFox

Sign in with student#@hudson.k12.oh.us password is your birthday

Create a folder called LinguaFolio

Go to ncssfl.org/secure in another window

Go to Biography

Start with b Learning inventory in Word (don’t do cover page)

Fill in

Save as PDF (add your name to the file already there) on desktop in temporary storage folder.

Drag file into the LinguaFolio folder on the Google Drive. (have both windows open)

Follow procedures for the rest of the files

IPA (Integrated Proficiency Assessment)

IPA (Integrated Proficiency Assessment)

Integrated Performance Assessments

Theme schools

Read about grading systems/classes/ etc.

Skype with student in another country

Do a Venn diagram of comparisons and write a paragraph about which the student would prefer

Integrated Performance Assessments

Theme- shopping and clothesHave students go to a store’s website

Talk with partners about what they found on sale or what they are going to buy

Write an email to mom about the cool stores in Madrid and what you found to buy

online.

Sample IPASouth Carolina File

Vertical articulationWhether you are the only teacher, or you work

in a group, you need to articulate vertically so you know what is expected at each level.

Start with your highest level and have all teachers involved in the decisions.

Create rubrics or use the ones from ACTFL

Student Learning Objectives

Teacher evaluation50% on student performance

Ohio Department of Education

Student Learning Objectives

Ohio Department of Education

ODE site Google ODE

Educator Evaluation

Student Growth Measures (learn more)

All the documents you need are there Student Learning Objectives Guidebook SLO Scoring Template Example of annotated World Language SLO

Student Learning Objectives

Doable

• Don’t back yourself into a corner that will be too difficult to measure

• Allow room for all students to succeed and grow

• Keep records• Don’t make more than 1 the first

year• Don’t recreate the wheel, work

collaboratively

Self-assessment checklists1 = 70% 2 = 80% 3 = 90% of “I can” statements

1 •Novice mid 1, 2, 3

2 •Novice high 1,2, 3

3 •Intermediate low 1,2, 3

4•Intermediate mid 1,2, 3

AP

•Intermediate high 1,2, 3

Wiki

slo2013.wikispaces.com

/

Thanks to ACTFL

Paul Sandrock

Wisconsin Department of Public Education

Ohio Department of Education

My students and colleagues for helping me learn all of this!