developing and assessing students’ language …...after listening to a radio traffic report: 1....
TRANSCRIPT
1
Developing and Assessing Students’ Language Performance
Paul Sandrock
American Council on the Teaching
of Foreign Languages
2
Outline:
Focusing Standards-Based Instruction:
Using the lens of performance assessment
Building Repertoire: Assessing performance
in each mode of communication
Designing Backwards: Performance
assessments driving standards-based units
Three Modes of Communication
Interpersonal Interpretive Presentational
Negotiation of
meaning
Listening and
Speaking
Reading and
Writing
3
Three Modes of Communication
Interpersonal Interpretive Presentational
Negotiation of
meaning
Listening and
Speaking
Reading and
Writing
Interpretation
Listening
Reading
Viewing
4
Three Modes of Communication
Interpersonal Interpretive Presentational
Negotiation of
meaning
Listening and
Speaking
Reading and
Writing
Interpretation
Listening
Reading
Viewing
Creation
Speaking
Writing
Visually
Representing
5
Standards-based learning
Products
Practices
Perspectives
Reinforce Information
Acquire Information
Nature of Language
Concept of Culture
Beyond School
Lifelong Learning
Interpretive
Presentational
Interpersonal
3/19/2013 6 Clementi/Sandrock
7
8
Starting with the End Goals in Mind
1. Lead with culture (motivation)
2. Identify the performance assessment (What
success looks like)
3. Create meaningful tasks - practice
activities (planning to “get there”)
4. Determine tools needed for success
(language elements: functions, grammar,
vocabulary; content)
9
Helena Curtain advises that our
thematic focus for teaching be:
- Cognitively engaging
- Intrinsically interesting
- Culturally connected
Add:
- Communicatively purposeful
10
Reaching the Language Goals:
Summative Assessments
World Language Assessment: Get in the Mode!
(www.ecb.org/worldlanguageassessment)
Terry Newmann-Hayes Arrowhead High School, Hartland, WI
• How many ways does Terry have her students
demonstrate their growing proficiency?
Interpersonal – Interpretive – Presentational
• What contributes to the students’ motivation to be actively engaged?
10
11
Balanced Assessment
Learning Checks • Did students learn what was taught?
Formative Assessment • Can students apply or manipulate what they have
learned?
Summative Assessment
What have students acquired?
Designated point in time (end of unit, year)
Gauge if students reached a benchmark
Why do we assess our students?
Learning Checks Formative
Assessment
Summative
Assessment
• Decide if I need to
reteach something
• Check: did students
“get it?”
• Check how students
are doing: can I move
on?
• Help me plan
instruction
• Can students use
what was taught?
• Monitor students’
progress and adjust
instruction accordingly
• Assessment for
learning
• Did we reach our
goals?
• Show students their
improvement
• Assessment of
learning (so students
know where they are
and what they need
next)
• Inform teacher of the
next “level”
• Motivate students 12
13
Formative Assessment
Inside the Black Box: Raising Standards Through Classroom Assessment
Paul Black and Dylan Wiliam http://www.setda.org/toolkit/nlitoolkit2006/
data/Data_InsideBlackBox.pdf Transformative Assessment James Popham Formative Assessment & Standards-Based Grading Robert Marzano
14
Outline:
Focusing Standards-Based Instruction:
Using the lens of performance assessment
Building Repertoire: Assessing performance
in each mode of communication
Designing Backwards: Performance
assessments driving standards-based units
15
Building Repertoire
• Assessing the interpretive mode
• Assessing the interpersonal mode
• Assessing the presentational mode
Traditional Reading and Listening
Comprehension Activities
16
1.Text prepared for non-native speaker
students
2.Glossed reading (unknown vocabulary on
the side)
3.Teach numerous new vocabulary words prior
to reading or listening
4.Create questions to see if students picked
up the details (vocabulary check as much as
a comprehension check)
1. The interpretation of meaning, including cultural.
2. The source is something heard, read, or viewed.
3. No opportunity to interact with the writer, speaker,
or producer.
4. The task is to try to understand the gist and as many
layers of details as possible
17
Interpretive Communication
Students understand and interpret written and
spoken language on a variety of topics.
Assessing Interpretive Mode:
Start with the end in mind:
18
What do you do after you:
1.Read the newspaper
2.Look for information on a website
3.Listen to a radio traffic report
4.View a PowerPoint presentation
5.Hear someone telling a story
6.Watch a movie or TV program
How will you demonstrate what you
understood?
19
After reading a newspaper or magazine: 1. Make a comment to a friend about what you
discovered (Did you know that … ?) 2. Identify the new information, adding to what
you learned in the previous day’s news 3. Send someone a message about what you
learned
How will you demonstrate what you
understood?
20
After looking for information on a website: 1. Skim web sites and travel reviews and make
a list of recommendations 2. List the best flight options given specific
parameters 3. Make your hotel reservation online
How will you demonstrate what you
understood?
21
After listening to a radio traffic report: 1. Look at a map to identify an alternate route
given the traffic problems you heard 2. Call a friend and report on what streets to
avoid 3. Decide when you need to leave in order to
arrive on time
How will you demonstrate what you
understood?
22
Watching a movie or TV program OR hearing someone tell a story:
1. Think about what is going to happen next
2. Ask yourself questions about what a character is like
3. Picture the descriptions or places and people
4. Envision the actions taking place
5. Compare what you think you understand with what is developing as your “hypothesis”
6. Tell someone what surprised you the most
7. Tell someone how much you can relate to the story
23
Sample Assessment Strategies:
Interpretive Mode
Want to Know Either Or
1. Where the family is
going to visit
2. How many people
in the family
3. Activities they like
to do
4. Food they like to
eat
__ in the country
__ 3
__ outdoor sports
__ vegetarian
__ in a city
__ 4
__ travel to other
cities
__ foreign foods
After examining a website, identify correct
information given “Either-Or” choices
24
Sample Assessment Strategies:
Interpretive Mode
Possible Content (Predicted) Found in
article?
What is the
information?
1. Economic reasons
2. No secondary schools nearby
3. Civil unrest / war
4. Disinterest / boredom
5. Gender issues
6. Family reasons
1.
2.
3.
4.
5.
6.
Why can’t all young people go to school?
Sample Assessment Strategies:
Interpretive Mode
Proof For Proof Against
Young people don’t attend
school because of peer
pressure
Parents do not encourage
young people to go to school
Young people don’t have to go
to school to get hired for most
jobs available 25
Fill in graphic organizer to identify key details
Interpretive Mode
Health: Eating Well is a luxury A recent study (*) shows that the poorest people eat poorly and putting
their health at risk. A major problem in our country where one in ten are considered poor. Today, buying a chocolate bar, chips or a can of ravioli cost less money than a kilo of oranges, a piece of cheese or fish or meat. Investigators interviewed 1,164 people in Paris, Marseille, Dijon and Seine-Saint-Denis. All benefit from food aid: they are given food because they have not much money. Of these, only one out of 100 eat enough fruits and vegetables to get enough vitamins and fiber. And fewer than one in 10 eat enough cheese to get enough calcium. For these people, health risks are of concern: obesity, heart problems, cancer, behavioral problems. Given the gravity of the situation, food aid should perhaps provide more fresh produce, like fruits, vegetables, cheese. This is what the authors suggest that the survey noted that the less well-fed do not buy themselves fresh. How could they? Half of them spend less than 5 euros per day for food.(*) Study Abena, 2004/2005
ACTFL - Laura Terrill
Translated using google translate
Interpretive Mode
1. Rich people do not eat as well as poor people. 2. 10% of the population of France is considered to be poor. 3. Poor people eat too many French fries. 4. Healthy foods are more expensive than unhealthy foods. 5. Only those who lived in Paris were interviewed. 6. Poor people do not eat enough fruit. 7. If you eat poorly, you risk being overweight. 8. A lot of poor people do not spend enough on food. 9. Rich people always buy fresh products. 10. Poor eating habits can cause behavior problems.
ACTFL - Laura Terrill
Indicate whether the statement is true, false or not stated. If true
or false, indicate where the information can be found in the article.
Word Splash: Create Summary
28
Long summers hiking trails
high cost of admission
young people biking
shopping malls family time
reduced amount of vacation time
amusement parks no jobs
ACTFL - Laura Terrill
1. What meal is being described in both ads?
2. Find the words for:
• cold milk
• dried fruit
• a glass of milk
• coffee with milk
• plain yogurt
3. What do both Americans and French eat? Name at least 3 items.
4. Which menu do you prefer? Why?
30
Developing Tasks and Feedback:
Interpretive Tasks
Performance Task
(How)
Performance
Expectations (How Well)
• Students will read (view, skim a
website … )
• After hearing … , fill out / check
off …
• From what you read (heard,
viewed), fill out Venn diagram
comparing …
• Provide a summary of …
• Based on the reading, is it
logical or not to infer … , cite
evidence …
• Able to identify the “gist”
• Able to identify the main
supporting details
• Able to guess meaning from
context
• Able to make inferences
31
Building Repertoire
• Assessing the interpretive mode
• Assessing the interpersonal mode
• Assessing the presentational mode
32
Interpersonal Communication Is NOT IS
One-way communication Two-way exchange
Memorized (dialogues) Spontaneous (and unpredictable)
Only asking (all) the questions
Helping each other
Strict turn taking Following-up and reacting; maintaining the conversation
Ignoring your partner; waiting to say something
Indicating interest: interactive body language; eye contact
Overly concerned about accuracy
Focusing on the message
Giving up when you don’t understand
If communication fails/falters, asking for clarification
1. The active negotiation of meaning among
individuals.
2. Participants observe and monitor one another to
see how their intentions and meanings are being
communicated.
3. Adjustments and clarifications can be made
accordingly.
4. Participants need to initiate, maintain, and sustain
the conversation
33
Interpersonal Communication
Students engage in conversation, provide and
obtain information, express feelings and
emotions, and exchange opinions.
34
How can we assess interpersonal mode?
Discuss with a partner the places in classmates’
commercials, explaining which you want to visit and why
Learning
Checks
Formative
Assessments
Summative
Assessments
1. Information Gap Pair
Activity: controlled
tasks (Map or Clock
partners)
2. Keep conversation
going for 2 minutes
3. Find someone who
… (follow-up ??s)
Create spontaneous conversation
partners
35
Santiago de
Compostela
Barcelona
Granada
Burgos
Valencia
Cadiz
Alicante
Zaragoza
Toledo
Find Someone Who …
Island
Farm
Another State
Disney World
Mountains
Ocean
Desert
Another Country
Big City
36
37
How can we assess interpersonal mode?
Discuss with a partner the places in classmates’
commercials, explaining which you want to visit and why
Learning
Checks
Formative
Assessments
Summative
Assessments
1. Information Gap Pair
Activity: controlled
tasks (Map or Clock
partners)
2. Keep conversation
going for 2 minutes
3. Find someone who
… (follow-up ??s)
1. Questions in an
envelope (want to use
the fewest out of the
envelope)
2. Identify how much you
and partner have in
common on topic
3. Share information from
Internet sources,
summarize, prepare to
present
Questions in an Envelope
On individual slips of paper – examples of follow-up questions appropriate to the thematic focus: Focus: Places to Visit in the Region • What is interesting to see? • When is a good season to visit there? • Are there many things for young people? • In bad weather, what can I do for fun? • Describe any special foods of the region • What do you like the most about the region? • Everyone in our class will enjoy the region, right? • What will our teacher say to visit or do there?
38
Interpersonal: Graphic Organizer
Main
Idea
Supporting Detail
Supporting Detail
Supporting Detail
39
40
How can we assess interpersonal mode?
Discuss with a partner the places in classmates’
commercials, explaining which you want to visit and why
Learning
Checks
Formative
Assessments
Summative
Assessments
1. Information Gap Pair
Activity: controlled
tasks (Map or Clock
partners)
2. Keep conversation
going for 2 minutes
3. Find someone who
… (follow-up ??s)
1. Questions in an
envelope (want to use
the fewest out of the
envelope)
2. Identify how much you
and partner have in
common on topic
3. Share information from
Internet sources,
summarize, prepare to
present
1. Discuss with your
partner how a visit
to the destination
you have chosen
will bring some
benefit to you
2. Identify ways that
you and your
partner could
provide service on
a trip to address a
global issue
Talk Scores (Shrum & Glisan)
Target
language
Accurate Listens Kind
Student 1
+ + + +
Student 2
√ - + +
3/19/2013 41 Clementi/Sandrock
42
Feedback: Sample Checklist Task: Novice Level – Interpersonal: For your trip, come to agreement on the day’s schedule.
Performance Criteria:
I can do this
on my own
I can do this
with some
help
I cannot
do this
I can use numbers
I can use words for activities
I can use words for locations
I can use expressions to show that I
agree or disagree with what my
partner says
I can ask some questions
I can say how many times, how often,
how frequently I do various things
I can provide some description
43
Feedback: Sample Checklist Task: Pre-Advanced Level – Interpersonal: For your trip, decide how travel benefits your future.
Performance Criteria:
Achieves the
target and
more
(Consistently)
Achieves
the target
(Frequently)
Achieves
the target
(Minimally)
Falls short
of the
target
1. Questions-variety of
topics and interests
2. Questions lead to
in-depth exploration
(follow-up questions)
3. Careful listening;
appropriate reactions
44
Scored Discussion Move from: 1 – 3 – 5 Move to:
Asks random
questions
Follows up with logical
questions
Only answers the
question asked
Contributes additional
information
Responds, but rarely
initiates
Contributes personal
insights to enhance
discussion and draw in
others
Comments are not
relevant
Stays on topic
45
Developing Tasks and Feedback:
Interpersonal Tasks HOW:
Performance Task
HOW WELL: Performance
Expectations
• Students will find out what they
have in common
• Students will try to get as much
information as possible
• Students will share as much
information as possible
• Students will come to consensus
on …
• Able to express preferences
• Asks for clarification (various
strategies)
• Maintains the conversation by …
Creating Effective Tasks to Elicit
Stronger Interpersonal Performance
46
• Create a performance task in which students have
to engage in a spontaneous conversation
• Make sure students have to “negotiate” with each
other, not just report or tell
• Consider the level you are targeting (Build on your
students’ strengths in communicating)
• Have students engage in a task that will push their
language performance toward the next higher level
47
Building Repertoire
• Assessing the interpretive mode
• Assessing the interpersonal mode
• Assessing the presentational mode
What is presentational communication?
48
49
Presentational Communication
Is NOT Is
Negotiated communication One-way communication (higher expectation for accuracy)
Random Practice, rehearsed, edited, polished (or on demand)
Unplanned Organized (Content and flow)
Reliance on circumlocution (May be) Improved with dictionary and spell-check tools
Talking or writing only for the teacher
An awareness of audience (formal/informal; cultural context)
Maintaining attention of intended audience
50
How can we assess the presentational mode? Create a commercial and a flyer to showcase the
region you have selected
Learning
Checks
Formative
Assessments
Summative
Assessment
1. Write brief descrip-
tions of illustrations on
a single topic (prep for
creating brochure)
2. Finish the sentence:
reasons to do each of
various activities on
trip
3. Ticket to Leave: List 5
activities you would
do on a vacation
51
_____________
_____________ _____________
_____________
_____________
_____________
_____________
_____________ ________________
52
Learning Check: Presentational Mode
Finish the Sentence:
1. You should visit the ____ museum because …
2. You should eat at the ___ restaurant in order
to …
3. You should go to ___ to see …
4. You should climb ___ because …
5. You should travel to ___ for …
6. You should shop at ___ so that …
53
How can we assess the presentational mode? Create a commercial and a flyer to showcase the
region you have selected
Learning
Checks
Formative
Assessments
Summative
Assessment
1. Write brief descrip-
tions of illustrations on
a single topic (prep for
creating brochure)
2. Finish the sentence:
reasons to do each of
various activities on
trip
3. Ticket to Leave: List 5
activities you would
do on a vacation
1. Tell story back from
the illustrations as a
summary
2. Graded rough draft
(giving feedback on
organization)
3. Send a postcard back
to host family,
explaining what you
enjoyed most
54
How can we assess the presentational mode? Create a commercial and a flyer to showcase the
region you have selected
Learning Checks Formative
Assessments
Summative
Assessment
1. Write brief descriptions
of illustrations on a
single topic (prep for
creating brochure)
2. Finish the sentence:
reasons to do each of
various activities on
trip
3. Ticket to Leave: List 5
activities you would do
on a vacation
1. Tell story back from
the illustrations as
a summary
2. Graded rough draft
(giving feedback on
organization)
3. Send a postcard
back to host family,
explaining what you
enjoyed most
1. Commercial: memorized
dialogue, skit, or play
2 Create a PowerPoint to
convince the class to
agree to the itinerary you
designed
3. Design a series of five
magazine advertisements,
each showcasing a
different reason to visit the
region
55
Developing Tasks and Feedback:
Presentational Tasks HOW:
Performance Task
HOW WELL: Performance
Expectations
• Students will describe …
• Students will show their Venn
diagram comparing an element of
their culture with the target culture
and write out at least 5 sentences
making the comparisons
• Students in pairs will demonstrate
how to …
• Students will orally present their
points in support of a position, to
help their group create a
PowerPoint presentation
• Visuals support the commentary
• Organizes the “argument”
• Spelling and grammatical errors
have been checked and
corrected …
• Maintains attention of audience
by …
56
Designing Backwards
• Putting it all together: one unit of instruction
• Reflection: Impact on classroom instruction
57
Backward Design:
Starting with the End Goals in Mind
• Thematic Focus (Essential Question) • Summative Assessment for each mode of
communication (Interpretive, Presentational, Interpersonal)
• Toolbox: what is needed to be successful Functions, Structures, Vocabulary
• Design Key Learning Activities Mode – Activity – Purpose – In-Class/Home
Standards-Based Integrated Performance Unit
Language and Level French – Novice Mid Novice High
Theme Contemporary Life : A Balanced Lifestyle
Important/Essential
Question(s)
How balanced is your lifestyle? What do you do
to be healthy?
Goals
What should students
know and be able to do
by the end of the unit?
Students will be able to compare lifestyles of
their family members with those of families in
(Epernay) in terms of balance.
Students will be able to make
recommendations for ways to create or
maintain balanced lifestyles.
Students will explore health and wellness
websites to identify elements of a healthy
lifestyle.
Students will create a presentation for the
(community) highlighting ways to promote
balance of life. 58
Standards-Based Integrated Performance Unit
3/19/2013 clementi/sandrock ACTFL November 2012 59
INTERPRETIVE TASK(S)
Students will read a blog written by a teenager where he
discusses his activities. They will demonstrate comprehension
by answering questions about main ideas in English and will
complete a graphic organizer based on information found in the
text.
PRESENTATIONAL TASK INTERPERSONAL TASK
Students will create a
presentation for the community
highlighting ways to promote a
balanced lifestyle. They might
participate in a wellness fair or
create a virtual wellness fair
online.
In pairs or small groups,
students share what they have
learned about their lifestyle and
their family’s lifestyle in terms of
balance.
Tool Box Language Functions Structures / Patterns Vocabulary Development
Compare lifestyle routines plus que, moins que, aussi que
Une bonne hygiène de vie Un régime équilibré La détente Faire de l’exercice Se détendre/se dépêcher Être détendu/être stressé Souvent/rarement De temps en temps Normalement (x) fois par jour/semaine/mois
Describe your daily schedule
(le) lundi…
Ask and answer questions about daily routines
interrogative pronouns and adjectives
Express frequency saying when and how often you do certain things
adverbs
Express needs saying what you need to do to be healthy
Il faut / Il me faut
Express opinions about daily activities, schedules
Il estimportant de, Il est bon de
Make suggestions about ways to be healthy
Tu devrais / Vous devriez Il te/vous faut
60
Revise your assessments
61
Make suggestions to improve the evidence of
the mode captured in the performance
• Is it a real-world (authentic) task?
• Is it true to the characteristics of the mode
(the purpose behind the communication)?
• Do students need to use communication
strategies (or is it just evaluating use of
vocabulary and grammar)?
62
Motivating Student Learning
• Focus learning and teaching through assessment
• Engage students through a meaningful thematic focus for learning