Assessment Commentary Template



TASK 3: ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 12 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this file. If you submit a video or audio clip of feedback or a work sample and you or the focus students are occasionally inaudible, attach a transcription (no more than 2 additional pages) to the end of this file. These pages do not count toward your page total.

1. Analyzing Student Communicative Proficiency in the Target Language

a. Identify the specific learning targets and standards measured by the assessment you chose for analysis.

[The students will demonstrate their knowledge of the learning target through the written portion of their chapter 5A test. The students must affirm this knowledge by including the vocabulary and verb conjugations from chapter 5A in their answers, and interpret and write in Spanish to the best of their abilities. Fulfilling these objectives will enable them to perform well on the test. Standard 1.2, “students understand and interpret written and spoken language on a variety of topics,” from the National Standards for Foreign Language, was used in the formation of this written assessment. The learning objectives highlighted in this chapter are understanding the uses of the verb tener and pronouncing and correctly using the family related vocabulary.]

b. Provide a graphic (table or chart) or narrative that summarizes student learning for your whole class. Be sure to summarize student learning for all evaluation criteria submitted in Task 3, Part D.

[As displayed in the bar graph, the majority of students did very well on the assessment, with eight students receiving perfect scores and only two students missing more than four points. Students did equally as well at conjugating the verb tener in expressing age, possession, and relationships, as well as using possessive adjectives to express relations between family members. Overall, with over 75% of the class receiving As and Bs on the assessment, the class excelled in their use of the concepts. There was one student that seemed to not understand the questions asked, as their answers were scattered and unpredictable. However, as the lessons progress and build on each other, students will have more opportunities to use these concepts in class and master their oral and written proficiency.]

c. Provide a graphic (table or chart) or narrative that summarizes student understanding of their own learning progress (student voice).

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[On the self reflection portion of this assessment, students were asked to rate their performance level on a scale of 1-10 in the following categories: the written exam, participation in class, and their ability to communicate in Spanish. Over half the students rated their confidence in the written exam at 8 and over, and many expressed in the question preceding that they would like to improve, even if they are at this time excelling in the class. Only 1 student rated their proficiency and participation under 3, while the majority of students rated themselves above 6. An equal amount of students rated themselves an 8 in participation and proficiency. What the graph tells us, is that there is a direct correlation between students that feel confident in their performance and those who participate and speak in class.]

d. Use evidence found in the 3 student work samples and student self-reflections and the whole class summary to analyze the patterns of learning for the whole class and for groups or individual learners. The analysis should focus on students’ communicative proficiency in the target language through the interpersonal and presentational modes of communication in meaningful cultural context(s).

Consider what students understand and do well, and where they continue to struggle (e.g., common errors, confusions, misconceptions about a target culture, need for greater challenge).

[In reference to the whole class, the students’ self-reflections enabled them to reflect on their performance in a variety of ways in the classroom. The data collected reflects that the students overall felt confident about their performance in the written exam as well as their performance in class participation and proficiency. Over half the students felt they performed at an above average level rating themselves from 10-8 in participation and proficiency. The participation portion is representative of their interpersonal communication in class. Students who participate in class are conversing in Spanish, as well as responding to the teacher’s questions in Spanish. The data shows that the students, overall, feel comfortable with their participation, and thus are able to communicate with each other in Spanish at an acceptable level. This shows a pattern of behavior in that the majority of the students feel they are performing at an above average rate. I was surprised at how many students felt confident in their proficiency, as more often than not, students doubt their proficiency skills. The students rated their proficiency higher than expected, and thus demonstrate their confidence in presentational communication. Students recognize proficiency to signify their performance in speaking in front of class as they have other assignments that involve oral presentations. When we discuss proficiency in class, this is usually in reference to how well they can speak in front of people and with each other. Because the students responded confidently to this portion, we can see that, for the most part, the students feel capable in presentational communication.

The selected student responses corresponded with their actual performance in the class. Student 1 rated themselves 9 for the written exam, 10 in proficiency, and 10 in participation. All of these ratings are accurate and reflect the student’s actual performance and skill level in presentational and interpersonal communication. Student 2 did not rate themselves according to the directions given, but instead said they did “okay” on the written exam, “very well” in participation, and “well” in proficiency. These rating are also accurate to the student’s actual performance. While the student performs at an average rate and suffers from test anxiety, they are an excellent example of one who communicates proficiently in class and participates to a higher degree than most. Student 3 also rated themselves accurately, giving a 2 for written exam, 3 in participation, and 5 in proficiency. They student performed poorly on the written exam, does not participate in class unless called upon, and is not the best at pronunciation or conversation. The student did identify, however, in the first question that they would like to do better and receive a B in the class, and recognized that they should study more and complete the homework assignments. This student’s reflection, like the others’, is also accurate and true to their every-day performance. ]

2. Feedback to Guide Further Learning

Refer to specific evidence of submitted feedback to support your explanations.

a. In what form did you submit your evidence of feedback for the 3 focus students? (Delete choices that do not apply.)

← Written directly on work samples;

[Written feedback was submitted to the students by writing directly on their tests. After the tests were graded by me, I reviewed their performances and monitored their scoring. The majority of the students did well on the written portion of their chapter test. I wrote my feedback to them directly on their work samples and handed them back to the students the next day for immediate closure and feedback. None of the students in my class have reading disabilities, so it was appropriate to give them feedback in this manner.]

b. Describe what you did to help each student understand his/her performance on the assessment.

[Students received immediate feedback through this assessment and the multiple choice exam that joined it. The multiple choice tests were graded as soon as all the students had completed their exam, and they were given their grades as soon as the results were calculated. I hand graded the written portion of the exam in order to give positive as well as critical feedback to students as soon as possible. Most students received their exams with feedback the next day in order to ensure that students understood their mistakes and build upon them.

In order for students to understand their overall performance, I wrote various forms of feedback on their written exams. If they received 100%, along with constructive feedback, I wrote “buenisimo”; students that received a grade of 95-80% received constructive feedback as well as “muy bien!” or “bien hecho.” This way, students not only see that they did a good job, but also are able to understand that good performance in Spanish. For students who received below an 80%, there was no praise phrase written, only constructive feedback to ensure that the student could improve on the next written exam.

For those students that performed at an above average level on the written exam than they normally perform, I let them know when I returned their papers that they did a good job. This way, students who are normally underperforming will take in the positive feedback, and hopefully apply the new confidence they have to the next exam. This also lets the students know that I, as their teacher, have been monitoring their grades and their performance level. When students see that a teacher pays attention to their individual performance, they can become more confident in their abilities and pay more attention to their performance level. ]

c. Explain how feedback provided to the 3 focus students addresses their individual strengths and needs relative to communicative proficiency in the target language.

[Student 1 is an excellent student. They have above 95% in the class and continually volunteer to participate in class activities and conversation. Whenever there is a class discussion in the target language, this student always participates. Student 1 received 100% on their quiz with minimal grammatical errors, which is extraordinary for first year Spanish students. Because this student wrote their complete sentences with almost perfect grammar, I focused my feedback on that aspect when I said, “You did so well at using the vocab and forming sentences with tener.” Appropriately forming sentences and using the verb tener was one of the learning objectives, which coincides with Standard 1.2, for this chapter. Because the student executed a central learning target, I decided to praise them on that aspect in the feedback. The next portion of the feedback was a critical one, pointing out their individual weakness in the assessment. By suggesting that Student 1 could “keep close attention to details, like in #53,” I refrained from using negative language like “don’t” and “no.” And in mentioning a specific area in which they could improve, the student will see the criticism and correct themselves in that area. The issue was that Student 1 incorrectly conjugated the verb sacar, so I wrote what they should have written so that they could see how the sentence is formed and then grow from there. I ended my feedback with an exclamation of praise because the student performed at an above average level. When the student sees the mixture of positive and critical feedback, they will improve in their communicative proficiency in the target language.

Student 2 is an AVID student who struggles primarily with test anxiety. Accommodations have been arranged with the student to take the test individually with the teacher. This enables the student to perform at a higher level than if they were to take the test with the entire class. Student 2 normally performs at a medium level, achieving Cs and Bs for their overall grade. I began my feedback to this student with a critical examination of their root individual weakness when I said, “It appears that you may be reading the questions too fast.” The student did not seem to comprehend questions 50, 52, or 56. I deduced this due to the fact that the student answered the questions in a grammatically correct manner, using the target concepts correctly, but failed to demonstrate comprehension of the question. I then highlighted the key words in each of the questions they missed, so as to draw attention to what they failed to understand. For example, number 52 asks, “What do you like to take photos of?” to which the student answered, “Yes, I like to take photos.” I highlighted “De que,” because this part of the question directly asks “Of what,” which is critical to responding to the question correctly. Because this appeared to be a recurring problem, I advised the student through my feedback to slow down and take time to understand the meaning of the questions in order to respond to them correctly. I continued to praise the student for their ability to form sentences and use the grammar points correctly. In this way, the student demonstrates communicative proficiency as they understand how to write in Spanish and communicate effectively. This positive feedback will enable the student to feel that they did communicate effectively, which demonstrates the learning targets in the chapter. I then advised the student to see me at a time they are available to review the mistakes made, and help them to improve their performance for deeper understanding as well as to prevent this behavior from reoccurring. Here, I am giving the student the opportunity to improve their current performance level to build a deeper relationship with them and to improve their communicative proficiency.

Student 3 is also an AVID student and normally performs at a lower level than average. They do, however, perform at a higher level in subjects such as math and science, as I have spoken with their other teachers concerning performance improvement. I have deduced that the student does have a difficult time in learning languages, but is still a very intelligent, capable student. They did not perform well on this exam, as their score was 4/16. This behavior, I have noticed, is common. I began my feedback with a critical note saying that I didn’t believe they fully grasped the concepts or learning targets from the chapter, which is a concern. Communicating to the student their root problem, I believe, is important to their overall development in the target language. I then proceeded by offering a solution to come and see me so that we can review the concepts together and discover what they do not understand. As observed, the student did not answer many of the questions. This, as I have noticed with past tests, is a sign that the student either cannot understand the questions asked and then skips all of them, not even wanting to attempt and answer, or relays that the student did not study and thus cannot answer the questions with the appropriate concepts. As with Student 2, I highlighted question number 52, “De que,” so that the student could see what part they did not understand as they answered the question inappropriately and without proper use of grammar. I then said specifically that we could review the use of tener and the building of sentences so that the student can identify what exactly they failed to provide as an answer. I then ended my feedback with a positive comment, identifying the student’s strength, saying, “I’m glad you used some vocab like “menor” and “hermana.” This was appropriate as the student did use some of the target vocabulary, and used it appropriately in numbers 51 and 56. The positive comment, hopefully, relieved some of the pressure of low performance of this exam.]

d. How will you support students to apply the feedback to guide improvement of communicative proficiency in the target language, either within the learning segment or at a later time?

[Students will be supported to apply the feedback to guide their improvement by suggesting general feedback to the class the day the quiz is handed back to the students with their scores and my feedback. After feedback and exams have been returned to the students the next day, the class will review the 3-4 most missed problems on the test in order to promote the mastery of the concepts as well as identify the strengths and weaknesses of the class as a whole. This includes both the written and multiple choice exams. When students feel that they are not alone in their individual struggles, it creates a sense of community in the classroom and a desire to perform at a higher level for the betterment of the class. As we review the missed questions, students have the opportunity to ask questions of their own, speaking in the target language, and better their performance level. This enables them to master their communicative proficiency as they will be able to recognize their mistakes and correct them for the foreseeable future. And because the lessons build upon one another in a scaffolding fashion, when students recognize and correct their mistakes from this chapter, it will enable them to perform and develop their communicative proficiency at a higher rate.

Each student will improve according to the individual feedback and/or constructive criticism given by me. This immediate feedback hopes to encourage efficient improvement. I also ask students individually, outside of the lesson, if they feel they are struggling as well as remind other students that they need to work more at improving. Some students just need a nudge on a daily basis to complete their work and excel in their studies; others do not, and feel compelled to excel all on their own. Students will be encouraged to share how they study with others so that all can improve.]

3. Using Assessment to Inform Instruction

a. Based on your analysis of student learning presented in prompts 1b–d, describe next steps for instruction to impact student learning

← for the whole class

← for the 3 focus students and other individuals/groups with specific needs

Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, readers who are struggling in their first language, students at different levels of language proficiency, students who are underperforming or those with gaps in academic knowledge, heritage-language speakers, and/or gifted students).

[The next steps to be taken for the whole class will be to continue our study of verbs and the application of the family related vocabulary as they move on to the next chapter concerning items in their rooms and comparatives. Based on the data shown in prompt 1b-d, students that continue to struggle with specific concepts such as grammar or pronunciation will be assisted, and even students who do not feel confident in their abilities will receive continual praise and recognition. At the same time, the students will add new concepts in order to keep challenging students since many of them feel comfortable using the target language. Students will increase their skills in interpersonal and presentational communication as they apply these topics to oral presentations. These presentations are created by the students and are performed in the form of conversation with partners, or single monologues of students telling the class about themselves in the target language. Students will write a dialogue or monologue and practice their presentational skills in front of the class next week. Students will be encouraged to use their prior knowledge of the topics covered in this chapter such as the use of tener and the family vocabulary, and will display their comprehension of the language forms and functions in their presentation. I will encourage students to monitor their own progress and will be reminded of what we’ve learned about using verbs such as tener as well as the target vocabulary in sentences.

Students 1 will be encouraged to follow their established path of success in the target language. When they give their oral presentation in class, and will be encouraged to improve their pronunciation, accent, and vocal projection. This student has not problem with speaking up front and takes constructive criticism with acceptance. They will also be encouraged to listen to more Spanish accents, as their pronunciation is good, their accent is lacking and could be improved. Student 1, while they perform at the top of the class, could always show improvement in the areas of accent and pronunciation, enabling them to develop better presentational skills in Spanish.

Student 2 will be encouraged to develop a better comprehensive understanding of written Spanish. As an AVID student, they sometimes need to feel involved in the learning environment. I will integrate their perceptions and ideas more by asking them what they think about various cultural products and practices so as to enable their voice to be heard and for them to feel included. As mentioned in the feedback, one on one interventions with this student can improve their performance greatly and this overall comprehension and proficiency. They can be paired with a student that excels a little more than they do and can thus learn and improve from conversing with them. The student will also be encouraged to read some phrases in Spanish and translate them for me so as to ensure their understanding. Based on their reflection, I will ask them if they need more help with reading comprehension and remind them that they can practice through the Realidades online textbook activities as well as with me or other students. Student 2, though normally is at a medium level, has been improving more and more, and I will encourage them to excel as the year goes on.

Student 3 seems to be nonresponsive in class and is unable to articulate the pronunciation of most words. This will continue to be reinforced as we build upon these topics to use them in more complex situations. They can improve by speaking with me individually, as they are shy and do not like to speak out in class very much. I will encourage them to improve their interpersonal communicative skills by assigning them with a seat partner who excels in the target language and can help them succeed in their proficiency. I will express to them that though Spanish may not be their vest subject, that they are fully capable of success and offer as much help as needed. Exercises can be given to them to help their recognition of central vocabulary words and concepts.

Many of the students performed well on the quiz and will be challenged to take these concepts further into the lesson. Students do not feel they are learning unless challenged, thus we must practice more difficult sentence structures and unique situations. Students will be encouraged to learn more –er and –ir ending verbs to create more complex sentences and express deeper thoughts. Those who did not excel on the quiz will be given additional opportunities to practice the vocabulary and concepts. They are welcome to speak with me if they do not understand a concept or if they need to find some better studying and/or memorization strategies. There are always many words to memorize, and some students are better at memorization and retention than others. Like the selected students, all students will be encouraged with praise and constructive criticism. Students must understand the vocabulary and the concepts of conjugation before they can adequately orally present to the class. This mixture will enable them to improve in the target language as well as develop better interpersonal and presentational communication skills.

So far, there has not been consistent variation of learning within the groups of students in my class. The Spanish-speaking students are excelling and understanding the concepts, as well as the underperforming students and AVID students. These groups will continue with the rest of the class in the instruction of the following lessons without and adjustments to the lesson unless struggles arise. The only student that has specialized instruction is Student 2, who requires testing alternatives mentioned earlier. If students do need more instruction or alternative methods, these students will be asked to speak with me in private so I can gage how they are struggling and how they can be assisted and put back on track with the rest of the class.]

b. Explain how these next steps follow from your analysis of student learning and their self-reflections. Support your explanation with principles from Second Language Acquisition/Teaching research and/or theory.

[According to the data of the students’ self-reflections and quiz scores, it is clear that the majority of the class sufficiently mastered the vocabulary as well as understood the questions asked of them. This corresponds with the theories of Higgs and Clifford (1982) that students’ communicative proficiency develops when engaged in learning activities. However, language is continually built upon and takes much time to be mastered. This idea is representative of Vygotsky’s theory of scaffolding where students build upon prior knowledge to attain higher levels of knowledge as they learn about a particular subject (Vygotsky 1986). The students who have mastered the concepts covered, like Student 1, will be encouraged to push themselves to use the language in more complex sentences and situations as the lesson progresses. This may include expressing their desires and personal assets as well as the assets of their culture or community. This group of students will also be encouraged to think about how they could further use the language including these new concepts and forms both inside and outside of class to continue developing their proficiency. By taking it outside of the classroom as well, these students will be connecting their knowledge to their own personal cultures deepening their understanding even further (Frommer, 1998). Students will be encouraged to reach a higher novice stage of learning as represented by ACTFL, and demonstrate their ability to express themselves with confidence and in public settings. As students progress, the common mistakes such as absence of accent marks and mispronunciation begin to lessen and will eventually disappear. By mastering their interpersonal and presentational communication skills, students will be able to communicate effectively and meet the National Standards for Foreign Language Education 1.1 and 1.2, enabling them to reach a medium to high novice level. Students will also be encouraged to use these communication skills inside and outside of class in order to further develop their range and flexibility in the target language. Applying these concepts outside of the classroom will enable them to connect their personal cultures and communities with those outside their comfort zone and deepen their understanding of the target language, its peoples, and cultures.]

Short Answer

50. Carla tiene dieciséis años. Su prima tiene diecisiete. ¿Quién es mayor?

51. ¿Son tus padres menores o mayores que tú?

52. ¿De que te gustaría sacar fotos?

53. En tu familia, ¿quién prepara los regalos? ¿Quién saca las fotos?

54. ¿Cuántos hijos tienen tus padres?

55. ¿Cuántos años tienes?

56. ¿Cuántos hermanos tienes? ¿Son mayores o menores que tú?

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