What is the target for performance - STARTALK



Build Independent Use of Languagewith Formative Assessments and Performance TasksSTARTALK Spring ConferenceApril 29, 2017Paul SandrockAmerican Council on the Teaching of Foreign Languages psandrock@Learning Targets: I can identify the differences between formative and summative assessments and when to use each type of assessmentI can design effective performance tasks for learners to show what they can do with the languageI can deconstruct summative assessments into specific elements to practice so learners move to more “independent” use of languageBalanced AssessmentLearning ChecksDid students learn what was taught?Formative AssessmentCan students apply or manipulate what they have learned?Summative AssessmentWhat have students acquired?Designated point in time (end of unit, program)Gauge if students reached a benchmarkDecide if I need to reteach somethingCheck: did students “get it?”Check how students are doing: can I move on?Help me plan instructionCan students use what was taught?Monitor students’ progress and adjust instruction accordingly Assessment for learningDid we reach our goals?Show students their improvementAssessment of learning (so students know where they are and what they need next) Inform teacher of the next “level”Motivate studentsGradual Release of Responsibility5783580521970Student ResponsibilityStudent Responsibility-411480339090Teacher ResponsibilityTeacher ResponsibilityProviding InputSharingGuidingApplyingThe teacher demonstrates, models, explains to make input comprehensible. As learners gain proficiency, the teacher guides them in the selection of authentic text.The teacher scaffolds instruction and begins to guide student work.The teacher offers support and encouragement and provides feedback.The teacher monitors and provides feedback.Learners independently demonstrate progress toward learning targets and self-assess their progressLearners engage in pair and small group activities that allow them to interpret and express meaning for real-world purposes.Learners contribute and begin to work with teacher support.Learners engage with the content, process input.I doWe doYou doFROM: STARTALK Learner Centered Learning ?At A Glance document,adapted from the Fisher & Frey model in Better Learning Through Structure Teaching. ?Into the Classroom: How many ways does the teacher check students’ learning?What are the specific tasks (assessments) that move from “I do” to “We do” to “You do”?“I Do”“We Do”“You Do”What changes in learners’ performance?What changes in teacher’s feedback?Exploring a Balanced LifestyleLearning ChecksFormative AssessmentsSummative AssessmentsInformation Gap Pair Activity: controlled tasksKeep conversation going for 2 minutesFind someone who … (use follow-up questions)Questions in an envelope (want to use the fewest out of the envelope)Identify how much you and partner have in common on topicShare information from Internet sources, summarize, prepare to presentNumbered Heads Together (What are similarities and differences in healthy and balanced choices of how these families eat in a week?) Work with your partner to identify as many things as you can that are the same and that are different between balanced lifestyles for teenagers in ___ and in your communityCome to agreement on which culture encourages a more balanced lifestyle for teenagers (create a list as long as possible to convince others)Strategies to Practice and Assess Interpretive Communication1. After examining a “text,” identify correct information given “Either-Or” choicesWant to KnowEitherOrWhere the family livesHow many people in the familyActivities they like to doFood they like to eat__ in the country__ 3__ outdoor sports__ vegetarian__ in a city__ 4__ travel to other cities__ foreign foods2. Fill in graphic organizer to identify key detailsPossible Content (Predicted)True, False, No Evidence?If false, what is the correct information?There are many places to go hikingThere are many places to go swimmingThere are few shops near where people livePeople in this community like to ride bicycles a lotTeenagers have many things to do in this communityThis community is very boring3. Fill in graphic organizer to verify inferences (Laura Terrill, ACTFL Webinar)Proof ForProof AgainstYoung people don’t take advantage of opportunities to get outsideParents do not encourage young people to get physical exercisePeer pressure makes it difficult to make healthy food choicesStrategies to Practice and Assess Presentational Communication1.Finish the sentence: reasons to do each of various activities on tripWhen I ______ I feel _____ I like to _____ because ______You should ____ in order to _______2.Provide building blocks – Expanding description and narrationAfter studying at school all day, Mouna brings balance to her lifestyle __________ _______________ __________ _______________ _________.where? with whom? when? what time? how? Feedback ToolsChecklist:Task: Novice Level – Interpersonal Performance Criteria:I can do this on my ownI can do this with some help I cannot do thisI can use numbersI can use words for activitiesI can use words for locationsI can use expressions to show that I agree or disagree with what my partner saysI can ask some questionsI can say how many times, how often, how frequently I do various thingsI can provide some descriptionDescriptive Scale Feedback: Interpersonal Communication (Sandrock & Clementi)Move from:1 – 2 – 3Move to:Only responds when asked ?Volunteers comments related to the discussionAsks random questions?Asks follow-up questions related to what someone else saidGives short responses?Gives responses with details, reasons, explanationsDominates the discussion?Invites others to give their opinions, ideasRepeats ideas that others already contributed?Adds ideas, insights, additional information to make the discussion more interestingInterpersonal Scoring Guide (Laura Terrill)NoevidenceSome evidenceFrequent evidenceProposes an idea, opinion based on research Adds new informationReacts to other ideas, opinionsAsks questions (for clarification, elaboration)Listens attentively STARTALK Model Curricula – Novice Mid-Novice HighInterpretivePresentationalInterpersonalStudents will read captions/brief explanations and connect that information to the appropriate visuals. They will listen to descriptions of people and places and identify the people and places that are being described. Students will create physical or virtual scrapbooks of their imagined lives as exchange students. They will include maps of their exchange cities/towns and images of important features. They will create pages that introduce their families as well as pages that share information about their favorite activities and foods. These scrapbooks will be shared with others during the interpersonal task.Students will share real or virtual scrapbook pages and will talk with a partner and/or native speakers. They will exchange personal information to get to know each other while discussing images shown in the scrapbooks. Targeting Novice High – Intermediate LowInterpretiveInterpersonalPresentationalYou have the opportunity to participate in a summer camp abroad. Read descriptions of and/or watch videos about the camps and complete a graphic organizer comparing the camps. Answer a few questions about your interests, select a camp, and give simple reasons about why it is the best camp for you. You want your best friend to go with you to the camp that you have chosen. He/she prefers a different camp. Have a conversation where you talk about the advantages and disadvantages of each. Compromise. Design the ideal camp for speakers of the target language who might want to study abroad in your community. Determine the location, daily schedule, and the types of activities. Create a marketing campaign for your camp. Targeting Intermediate Mid – Intermediate HighInterpretiveInterpersonalPresentationalStudents explore identity issues through text, film, and music. They listen for main ideas and some details as they expand and refine personal definitions of identity, ethnicity, and culture. As students consider the different issues involved with personal identity, they consider the role of culture in their lives. They discuss a definition of American culture that they could share with speakers of the target language. They discuss the terms melting pot and salad bowl as they apply to culture and discuss which term might be a more appropriate term for American culture and why. Using images and pictures that relate to culture, gender, and ethnicity, students create visual representations of their personal identities. They create a Voicethread that includes their visual inviting comments and questions from others. They then share the visual representation of their personal identities with others at the final program event. RESOURCESWorld-Readiness Standards for Learning Languages (2015) Oral Proficiency Levels in the Workplace Descriptors for Language Learners (2012) Can-Do Statements (2013) ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) ACTFL Conversation Builder http: //aappl.tools; Access at: http: //aapplcb.Guiding Principles for Language Learning Learning Modules modules on:Developing Performance-Aiming toward Proficiency () Strategies to Guide Leaners to Their Next Proficiency Level () Core Practices for World Language Learning () Enhancing Literacy-Improving Proficiency () ACTFL Publications () The Keys to Assessing Language Performance (Paul Sandrock)The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design (Donna Clementi and Laura Terrill)Implementing Integrated Performance Assessment (Bonnie Adair Hauck, Eileen W. Glisan, Francis J. Troyan)Enacting the Work of Language Instruction: High-Leverage Teaching Practices (Eileen Glisan and Richard Donato) ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download