s5 effective assessments - actfl
TRANSCRIPT
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Setting performance targets – Test #11. List the family members on the illustrated family
tree
2. Describe what one family member looks like
3. List three professions
4. Say four things your family does on the weekend
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Setting performance targets – Test #2Interpretive
Look at (or listen to) information from three different host families in China, to find out as much as you can: Where they live, how many children they have, what activities they like to do, etc.
Then decide which family you would prefer to host you and list as many reasons as possible to explain why.
Interpretive AssessmentWhat can you find out
about the family?Letter fromFamily Lin
Letter fromFamily Chen
Letter fromFamily Wang
Where do they live?
Do they live in a house, apartment, condo, something else?
How many people live together as the family? Who are they?
What activities do they like to do?
What else can you do during homestay with this family?
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Setting performance targets – Test #2Interpretive Interpersonal
Look at (or listen to) information from three different host families in China, to find out as much as you can: Where they live, how many children they have, what activities they like to do, etc.
Then decide which family you would prefer to host you and list as many reasons as possible to explain why.
You and your partner are exchange students. It will be your first night with your host family in China next week and you want to practice your conversational skills. You are given a picture of your own family and you will practice with your partner the kinds of questions you will ask and how you will respond.
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Setting performance targets – Test #2Interpretive Interpersonal Presentational
Look at (or listen to) information from three different host families in China, to find out as much as you can: Where they live, how many children they have, what activities they like to do, etc.
Then decide which family you would prefer to host you and list as many reasons as possible to explain why.
You and your partner are exchange students. It will be your first night with your host family in China next week and you want to practice your conversational skills. You are given a picture of your own family and you will practice with your partner the kinds of questions you will ask and how you will respond.
The exchange program would like you to write a letter describing your family that the Chinese students will read to decide on their American host family. Provide as many details as you can to describe you and your family. Include likes, dislikes and activities.
Performance Descriptors 2012
WHAT: Standards for Learning Languages • Five Cs• Three Modes of Communication
HOW WELL:• 2012 Performance Descriptors for
Language Learners• Update and revision of 1998
Performance Guidelines for K-12 Learners
Performance
Three Modes of Communication: Interpersonal, Interpretive, Presentational
Three Ranges of Performance:
Novice Intermediate Advanced
Building PerformanceTaking Steps toward Proficiency
Intermediate
Advanced
Novice
Domain Examples What it describes
Functions Ask formulaic questions Initiate, maintain, and end a
conversation Create with language Narrate and describe Make inferences
Functions are the global tasks the learner can perform in the language
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Domain Examples What it describes
Functions Ask formulaic questions Initiate, maintain, and end a
conversation Create with language Narrate and describe Make inferences
Functions are the global tasks the learner can perform in the language
Contexts andContent
Oneself One’s immediate environment General interest Work-related
Contexts are situations within which the learner can function; Content is the topics which the learner can understand and discuss
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Domain Examples What it describes
Functions Ask formulaic questions Initiate, maintain, and end a
conversation Create with language Narrate and describe Make inferences
Functions are the global tasks the learner can perform in the language
Contexts andContent
Oneself One’s immediate environment General interest Work-related
Contexts are situations within which the learner can function; Content is the topics which the learner can understand and discuss
Text Type Words Phrases Sentences Questions Strings of sentences Connected sentences Paragraphs
Text type controlled by the learner is that which the learner is able to understand and produce in order to perform the functions of the level
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Domain What it answers What it describes
Language Control
How accurate is the language learner’s language?
Describes the level of control the learner has over certain language features or strategies to produce or understand language
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How / How well able to be understood and to understand
Domain What it answers What it describes
Language Control
How accurate is the language learner’s language?
Describes the level of control the learner has over certain language features or strategies to produce or understand language
Vocabulary How extensive and applicable is the language learner’s vocabulary?
Describes the parameters of vocabulary used to produce or understand language
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How / How well able to be understood and to understand
Domain What it answers What it describes
Language Control
How accurate is the language learner’s language?
Describes the level of control the learner has over certain language features or strategies to produce or understand language
Vocabulary How extensive and applicable is the language learner’s vocabulary?
Describes the parameters of vocabulary used to produce or understand language
Communica-tion Strategies
How does the language learner maintain communication and make meaning?
Describes the strategies used to negotiate meaning, to understand text and messages, and to express oneself
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How / How well able to be understood and to understand
Domain What it answers What it describes
Language Control
How accurate is the language learner’s language?
Describes the level of control the learner has over certain language features or strategies to produce or understand language
Vocabulary How extensive and applicable is the language learner’s vocabulary?
Describes the parameters of vocabulary used to produce or understand language
Communica-tion Strategies
How does the language learner maintain communication and make meaning?
Describes the strategies used to negotiate meaning, to understand text and messages, and to express oneself
Cultural Awareness
How is the language learner’s cultural knowledge reflected in language use?
Describes the cultural products, practices, or perspectives the language learner may employ to communicate more successfully in the cultural setting
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How / How well able to be understood and to understand
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Assessments to Improve PerformanceInterpretive Interpersonal Presentational
Look at (or listen to) information from three different host families in China, to find out as much as you can: Where they live, how many children they have, what activities they like to do, etc.
Then decide which family you would prefer to host you and list as many reasons as possible to explain why.
You and your partner are exchange students. It will be your first night with your host family in China next week and you want to practice your conversational skills. You are given a picture of your own family and you will practice with your partner the kinds of questions you will ask and how you will respond.
The exchange program would like you to write a letter describing your family that the Chinese students will read to decide on their American host family. Provide as many details as you can to describe you and your family. Include likes, dislikes and activities.
ACTFL Performance Descriptors for Language LearnersStrategies learners will use:1. Rely on visuals and familiarity of content or form
2. Focus on key words and phrases
3. Benefit from redundancy, paraphrasing, restatement
4. Anticipate (predict) and then verify meaning understood; relying less and less on background knowledge
5. Use structural clues
6. Use organization of the text
7. Use contextual clues
8. Try out inferences (logical conclusions)
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Sample Assessment Strategies: Interpretive Mode
Want to Know Either Or
1. Where the family likes 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
Interpretive Task
Examine videos made by two different Chinese students about their families.Write as many details as you can from each video.
ACTFL - Laura Terrill
Interpretive Task : Preparation PhaseBased on Shrum, V. and E. Glisan, Teacher’s Handbook: Contextualized Language Instruction
In preparation for reading this article, explore the following questions:
1. What do you know about families in China?
2. Where have you found out information about families in China?
3. Glance at the article for 30 seconds. What type of information do you expect to find in this type of article?
4. Why might you be interested in reading this article?
5. Brainstorm some words and expressions you might encounter in this article.
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Shrum and Glisan: Teacher’s Handbook-Contextualized Language Instruction
Interpretive Task : Comprehension PhaseMain Ideas: Skim the article for one minute and select the subtitle that would best describe it. Write the letter on the evidence you found in the “text”:
A. Families Are Changing in China
B. Impact of One Child Policy
C. Living with Grandparents
Important Details: Work with a classmate to find the following details from the article:
1. Ratio of men to women among 20-30 year olds
2. Job opportunities after graduating from the university
3. Average annual income in different regions of China22
Based on Shrum, V. and E. Glisan, Teacher’s Handbook: Contextualized Language Instruction
Interpretive Task : Comprehension Phase
Optional Vocabulary Work: Review / learn key vocabulary words and/or expressions in the text.
1. Identify five words/expressions that deal with family members
2. Identify five words/expressions that deal with parents’ wishes / hopes
3. Identify five adjectives that describe people
4. Identify two nationalities
5. Identify three words/expressions that deal with careers / aspirations / dreams
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Shrum and Glisan: Teacher’s Handbook-Contextualized Language Instruction
Based on Shrum, V. and E. Glisan, Teacher’s Handbook: Contextualized Language Instruction
Interpretive Task Guessing vocabulary in context: Use the context of the article to guess the meaning of the following words – check your guesses with a classmate
Interpretation Phase: Use the following questions to interpret the article in more detail and share your reactions.
1. How are grandparents treated in China? Explain with examples from the article
2. Describe one issue that young people in China are facing today (share details from the article to prove your “finding”)
3. Based on evidence from the article, what influence have policies and traditions had on changing families in china?
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Shrum and Glisan: Teacher’s Handbook-Contextualized Language Instruction
Based on Shrum, V. and E. Glisan, Teacher’s Handbook: Contextualized Language Instruction
Interpretive Feedback
Points for correct responses:1. Subtitle: 2 – correct with some evidence;
1 – correct but minimal evidence2. Important Details (1-2 for depth of details)3. Optional vocabulary work (1-2 additional points)4. Context Clues (1 point per context clue identified)5. Main idea and details
3 - Identifies main idea and most basic facts; 2 - Identifies main idea and few basic facts; 1 - Identifies main idea in very general terms
ACTFL - Laura Terrill
Interpersonal Task
Who in your family does different activities?Does your ___ ?
ACTFL - Laura Terrill
Interpersonal Task
How much do you and your partner have in common referring to your families?
Family Members Free time Activities
Chores/Responsibilities Careers
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Feedback Mechanism: 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
Interpersonal Mode
04/12/2023Clementi ACTFL
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Checklist Not observed
Yes :frequency
Yes:quality
Initiates an idea/opinion
Supports an idea/opinion
Reacts to ideas/opinionsRespectfully & appropriatelyAsks questions
Responds to other’s questions
SCORED DISCUSSION
Presentational Practice
Word Bank
Use to describe family members
Give sample letter to alter to fit their family
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__________________________ _____________
_____________
__________________________
__________________________
________________________________
Create captions to describe family photos:Writes notes, record oral description
I can describe something with one or two words.
I can describe something in simple, short sentences.
I can use strings of sentences with a variety of descriptors to describe something.
I can use longer sentences with a wide variety of descriptors to describe something.
I can give a detailed description within paragraph -length narration.
D. Clementi
Describe people, places and things
LinguaFolio
Consistently Frequently Minimally
Am I understood?
I am easily understood; I express my ideas clearly
I am generally understood and my ideas are clear
I am sometimes difficult to understand; most ideas are clear
How rich is my vocabulary?
I use a wide variety of vocabulary, incorporating several new expressions from the unit
I use some variety in vocabulary choice , incorporating some expressions from the unit
I use basic vocabulary with limited inclusion of expressions from the unit
How smooth is my presentation?
My presentation is well-organized; I speak with fluency and confidence
My presentation is logical; I speak with occasional pauses to think of words
I presented my topic; I speak with pauses and some uncertainty
Source: Donna Clementi
Criteria for Evaluating Presentational Performance
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Assessments to Improve PerformanceInterpretive Interpersonal Presentational
Look at (or listen to) information from three different host families in China, to find out as much as you can: Where they live, how many children they have, what activities they like to do, etc.
Then decide which family you would prefer to host you and list as many reasons as possible to explain why.
You and your partner are exchange students. It will be your first night with your host family in China next week and you want to practice your conversational skills. You are given a picture of your own family and you will practice with your partner the kinds of questions you will ask and how you will respond.
The exchange program would like you to write a letter describing your family that the Chinese students will read to decide on their American host family. Provide as many details as you can to describe you and your family. Include likes, dislikes and activities.
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Reflection
Share:
What might change when you focus your teaching and your students’ learning on performance assessments (starting with the end goals in mind)?
