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Using Performance-Based Assessment in Chinese Immersion Classrooms

Yi Shao, 5th Grade Chinese Lead Teacher Lijin Yang, 3rd Grade Chinese Lead Teacher

Pearl Zao He You, Chinese Program Coordinator

Atlanta, GA 2015

About Yu Ying ●  PreK3-PreK4 Full Chinese

Immersion ●  K- 5th Grade 50% Partial

One-Way Chinese Immersion ●  IB PYP Program ●  Public Charter School ●  High Performing School ●  Diverse Population

Objectives: By the end of this presentation, you will… ●  know why performance-based assessment is being used in immersion

classrooms at Yu Ying ●  see examples of designing engaging performance tasks and rubrics to

assess students’ knowledge in both language and content learning ●  learn both implementing formative assessment and summative

assessment in more authentic ways, hear reflection and sharing about next steps

Performance-Based Learning ●  Obtain content knowledge ●  Acquire skills ●  Develop work habits Assessment ●  Apply all three to real world situations Hibbard, K., & Southbury, C. (1996). A teacher's guide to performance-based learning and assessment. Alexandria Va.: Association for Supervision and Curriculum Development.

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Performance-Based & Immersion Perfect match

Backward Design Desired results (summative assessment) Evidence (formative assessment) Learning experience (instruction) Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Performance-Based Assessment Examples: ●  Individual/Group projects ●  Essays ●  Experiments ●  Portfolios ●  Foldable ●  News report

Example: water unit Goal: SWBAT understand and explain the water cycle in Chinese. Summative: students work together to design a public service announcement to raise awareness for clean water.

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Water unit WEEK 1:

Where in the world is water? ⽔水在哪⾥里？

Where does drinking water come from? 淡⽔水从哪⾥里来？

Why should we save water? 我们为什么要节省⽔水？ GLOBE TOSS GAME

Water unit WEEK 2:

Where does water go? What’s the water cycle? ⽔水去了哪⾥里？什么是⽔水循环？

Water Cycle in a Bag

Water unit Week 3: Dubbing voice (formative assessment)

Water unit Week 3: A journey of a water drop

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Water unit WEEK 4:

What is humidity? How to test humidity? 什么是湿度？怎么测试湿度？

Water unit WEEK 4:

What’s the connections between different types of water? 不同形态的⽔水之间有什么联系？

Water unit WEEK 5: Summative Assessment

How do we show our learning? What action can we take? 我们如何展⽰示我们的学习成果？我们可以采取什么⾏行动？

Students will work as a whole fifth grade to identify a problem related to water usage and sharing water as a finite resource, and design a public service announcement to raise awareness. Survey:

Water Unit Share/edit rubric with students

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Water Unit Reflection & Next Steps: ●  Limited time/ adjust timing of the year ●  Better build on each lesson ●  More students initiated actions

Example: Human Traits Central Idea: All humans have predictable traits that are inherited and influenced by their environment. Focus:Life cycles of humans (Plants and animals have unique and diverse life cycles. ) Summative (Chinese part): Students work independently to create, describe, and present the different stages of an alien’s life cycle. Goal: -Ability to label each stage of the life cycle. -Use simple sentences to describe each stage of the life cycle. -Able to say at least 5 full sentences of introduction to their alien

Human Traits-Life Cycle Week 1: Plant Life cycle

Learning Experience:

-See, Think, Wonder - Packet of seeds -Plant bean seeds - observe and record details.

Formative Assessment: Notebook.

Human Traits-Life Cycle Week 2: Animal life cycles -

Learning Experience:

-Videos.

-Think Pair Share -Compare (胎⽣生 卵⽣生)

Formative Assessment: -Journal entry: 蚕的⽣生命周期

-Journal entry: 动物的⽣生命周期

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Human Traits-Life Cycle Week 3:Human Life cycles

Learning Experience:

-Videos. Interview.

-Book about Me.

Formative Assessment: Human life cycle chart

Human Traits-Life Cycle Week 4: Compare life cycles -Venn diagram -Sequencing words in writing: 先 再 然后 最后 -Nature Center observation.

Human Traits-Life Cycle Week 5: Start making summative

Human Traits-Life Cycle

Week 6: Present the summative

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Human Traits-Life Cycle Reflection: ●  Have students keep formative in an interactive notebook

is a good way to keep track and refer back. ●  Add a self-evaluate process in the end. ●  Add more authentic resources

(videos,magazine,museum pamphlets etc) so students can present the life cycle in a more authentic way.

Example: Migration Unit What is migration? 什么是迁移

Why people migrate? 为什么⼈人们迁移 Is the migration temporary or permanent? 这是临时的还是永久的迁移

Summative Assessment: Students will create bilingual web pages about human migration

Migration Unit Typing practice- Google Classroom

Migration Unit Introducing migration: personal connections

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Migration Unit Life before and after: ●  Connection with Flying with Chinese ●  Interview (audio)

Migration Unit Jewish migration Visible thinking routine: Ten times two

Migration Unit Authentic resource: Chinese visa

Migration Unit Personal story book about migration

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Migration Unit Webpage: Weebly

Migration Unit

Migration Unit Reflection & Next Steps: ●  The importance of typing practice ●  Students choose their area of interests ●  Topic focus

Example: Solar System Central Idea: The natural laws and forces of the solar system impact planet Earth. Focus in Chinese: Elements and systems of our galaxy Summative Assessment: Students will work in groups to make a clay solar system model and do a group presentation to present their model.

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Solar System Step 1 Earth Moon Sun ●  Earth and moon rotations. ●  Day, night, and seasons.

Google image

Solar System Step 2 Star Planet Moon

●  SWBAT tell the general difference among the three types of stars.

●  SWBAT say one feature and name one example for each type.

●  SWBAT use the sentence structure correctly.

Solar System Step 3 Planets in Our Solar System

●  Planets fact notebook

Solar System Step 4: Work Together to Make the Model

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Solar System Present Your Model

Solar System Reflection: -Peer evaluation is a great way to keep students engaged and have them reflect on their own performance. -Rubric needs to be adjusted each year.

Example: Trip to Beijing Summative: Students will make a travel plan to Beijing including: -Identify 3 places that they want to visit. -Identify the transportation they will use. -Identify the 3 places on a simple map.

Example: Living Museum

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Reflection and Next Steps: •  Paper based •  Engage students •  Apply knowledge in real-life situation •  Add more authentic material

Questions