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New Haven Public SchoolsWorld Languages Department

Assessment Handbook

ContentsProficiency Targets for Students 2Assessment Plan for Levels I and II 3Quarterly Assessment Information 6Interpersonal Writing Task 8Interpersonal Speaking Tasks:

Situation Cards 9Teacher Interview 11

Entering Scores into Schoolnet 13Interpersonal Speaking Rubrics 14Interpersonal Writing Rubrics 15SchoolNet Reporting 18Rubrics and Grading 19TEVAL Implications 20ACTFL-NCSSFL Can Do Statements 21

3 modes of

Communication

Interpersonalconversations and written exchangesto exchange information with others

Interpretivelistening and reading

for meaning

Presentationalspeaking and writing

for an audience

Go to http://nhpsworldlanguages.wikispaces.com/Assessments for more information.

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All students reach Some students reach

Level I(1 year of HS, 2 years of MS)

Novice Mid Novice High

Level II Novice High Intermediate Low

Level III Intermediate Low Intermediate Mid

Level IV Intermediate Mid

Level V or AP Intermediate Mid Intermediate High

NHPS World LanguagesProficiency Targets by Level of StudyListening, Speaking, Reading, Writing

*Please note that there is a significant jump in proficiency from Intermediate Mid to High, therefore it may take a few years to achieve. See the ACTFL-NCSSFL Can-Do Statements and ACTFL Proficiency Guidelines for definitions of the levels.

All definitions derived from the American Council on the Teaching of Foreign Languages Proficiency Guidelines 2012. Thanks to the 2013-2014 Curriculum Facilitator Team for their work on this document.

NHPS uses the American Council on the Teaching of Foreign Languages’ Proficiency Guidelines to define the levels of proficiency that students will reach. This is the only commonly used document for describing levels of language proficiency for both business and academics in the United States. To read the full document, go here.

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New Haven World LanguagesLevel I Curriculum MS Seventh Grade Eighth Grade

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

HS Q1 Q2 Q3 Q4

The High School Level I curriculum is taught over two years of middle school. Therefore, MS students will only take common assessments (Quarterlies and Performance Tasks) at Q2 and Q4 in 7th and 8th grade.

Overall Assessment Plan: Levels I and IIThe department-wide assessment plan was created to assess all three “modes of communication” (interpretive, interpersonal, presentational) and all four skills: speaking, listening, reading and writing. For Levels I and II, it includes:

Assessment Description Mode TestedQuarterly Assessment Listening Section

Reading SectionVocabulary SectionEmbedded grammar

Interpretive Listening and Reading

Written Performance Task (taken with Quarterly)

Writing to a pen pal or other with English prompts, same all year

Interpersonal Writing (because it is spontaneous and timed, no drafting)

Interpersonal Performance Task Q1, Q3 Situation Cards in Pairs Interpersonal Speaking

Q2, Q4 Teacher interviews student

Presentational Performance Task Writing or Speaking, according to curriculum or teacher choise

Presentational Speaking/Writing

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Assessment Plan for HIGH SCHOOL Level I and II World Language Classes

When? Assessment What does it measure?

How will data be collected and reported?

What will the data show? How will we use it?

Every quarter

Quarterly Exam (provided by NHPS)

Interpretive Listening and Reading Skills, embedded grammar; Content focused mostly on that quarter.

Students take the test on ScanTron sheets (bubble); submit to Supervisor; data will appear in SchoolNet

A snapshot of students’ interpretive skills, mostly for the content of that quarter. We will use data to pinpoint interpretive skills/curriculum that need improvement.

Every quarter

Written Performance Task as part of exam (provided by NHPS)

Interpersonal Writing Skills (because it is timed/spontaneous);

Students write essays; teachers score with NHPS rubric; teachers enter scores in SchoolNet.

Progression of students’ spontaneous writing ability over the year. We will use data to track department and teacher goals each year, and target areas for improvement. We will use writing samples to “norm” rubrics.

Q1, Q3 Interpersonal Performance Task: Situation Cards: student pairs

Interpersonal speaking skills (as limited by partner)

Teachers score with NHPS Rubric; teachers enter scores into SchoolNet.

Progression of students’ interpersonal speaking skills over the year. We will use data to track department and teacher goals for student achievement and target areas for improvement. We may use video “norm” rubrics.

Q2, Q4 Interpersonal Performance Task:Teacher Interview of Student

Interpersonal speaking skills (as pushed by teacher)

Teachers score with NHPS Rubric; teachers enter scores into SchoolNet.

Progression of students’ interpersonal speaking skills over the year. We will use data for the same purpose as listed in previous.

Every quarter

Presentational Performance Tasks (Speaking or Writing) as listed in NHPS language curricula

Presentational Speaking or Writing Skills

Teachers score with NHPS Rubric. Send 3 samples of your favorites with directions/scored rubrics to Jessica at least once per school year (exceeds, meets, does not meet) by the end of Q3.

Quality/creativity of student work; student progress in presentational skills; to be shared with others on NHPS website. We will use samples to showcase student achievement and norm rubrics.

Note: The only performance tasks that you must take from the current written curricula are the Presentational Tasks. You will use the new situation cards, interview, and writing o the quarterly as your other performance tasks. However, feel free to use the performance tasks described in the curriculum as you like for activities/unit assessments, etc.

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Assessment Plan for MIDDLE SCHOOL Level I World Language Classes

When? Assessment What does it measure?

How will data be collected and reported?

What will the data show? How will we use it?

Q2Q4Both 7th and 8th grade

Quarterly Exam (provided by NHPS)7th Grade takes HS Q1 and Q2 exams8th Grade takes HS Q3 and Q4 exams

Interpretive Listening and Reading Skills, embedded grammar; Content focused mostly on that curriculum “quarter.”

Students take the test on ScanTron sheets (bubble); submit to Supervisor; data reported on SchoolNet

A snapshot of students’ interpretive skills, mostly for the content of that curriculum “quarter.” We will use data to pinpoint interpretive skills/curriculum that need improvement.

Q2Q4Both 7th and 8th grade

Written Performance Task as part of exam (provided by NHPS)

Interpersonal Writing Skills (because it is timed/spontaneous);

Students write essays; teachers score with NHPS rubric; teachers enter scores in SchoolNet

Progression of students’ spontaneous writing ability over the year. We will use data to track department and teacher goals each year, and target areas for improvement. We will use writing samples to “norm” rubrics.

Q2 7th gradeQ2 8th grade

Interpersonal Performance Task: Situation Cards: students perform spontaneous dialogues in pairs

Interpersonal speaking skills (as limited by partner)

Teachers score with NHPS Rubric; teachers enter scores into SchoolNet

Progression of students’ interpersonal speaking skills over the year. We will use data to track department and teacher goals for student achievement and target areas for improvement. We may use video “norm” rubrics.

Q4 7th gradeQ4 8th grade

Interpersonal Performance Task:Teacher Interview of Student

Interpersonal speaking skills (as pushed by teacher)

Teachers score with NHPS Rubric; teachers enter scores in to SchoolNet

Progression of students’ interpersonal speaking skills over the year. We will use data for same purpose as previous.

Every quarter

Presentational Performance Tasks (Speaking or Writing) as listed in NHPS language curricula

Presentational Speaking or Writing Skills

Teachers score with NHPS Rubric.Send samples to Jessica at least once per school year (exceeds, meets, does not meet) by the end of Q3.

Quality/creativity of student work; student progress in presentational skills; to be shared with others on NHPS website. We will use samples to showcase student achievement and norm rubrics.

Note: The only performance tasks that you must take from the current written curricula are the Presentational Tasks. You will use the new situation cards, interview, and writing o the quarterly as your other performance tasks. However, feel free to use the performance tasks described in the curriculum as you like for activities/unit assessments, etc.

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Quarterly Exams – Preparing Students For Success with Interpretive Tasks

Every quarterly exam will have 25 questions. If you would like to create a longer mid-term or final, the exams from last year will be available from Jessica.

10 questions

A listening section with two or more audio texts(usually read by teacher to students) and English comprehension questions based on CCSS-related question types (see Appendix). Grammar questions may also be “embedded” in listening context.

10 questions

A reading section with two or more teacher-created and authentic texts from the target culture and English comprehension questions based on CCSS-related question types (see Appendix). Grammar questions may also be “embedded” in reading context.

5 questions These questions will ask students to look at a picture and choose the appropriate target language word or expression, assessing their knowledge of important vocabulary or grammar concepts FROM THAT QUARTER.

What students must know:• Students should study the vocabulary and concepts from the quarter before this exam.• However, the exam is primarily based on students’ ability to make meaning from longer listening and reading

texts. They will NOT and ARE NOT supposed to understand every word.• They should focus only on answering the questions using the strategies and skills learned in class, not on

translating the texts as they go.

How will I prepare students for this type of interpretive assessment?

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Quarterly Exam InformationBefore the Exam:

NHPS World Languages

• The WL Supervisor will send you the quarterly and scan sheets two weeks in advance of the test.• As soon as you receive the exam, read it over. Then make copies.• Familiarize yourself with the Listening Script for the test or secure the CD indicated.• As soon as you receive the scan sheets, make sure you have one for each student. Also check the course code and

student ID numbers. If you need blank sheets, contact the WL Supervisor.• If many of your students are missing, incorrect, check with the PowerSchool person in your school to make sure that

your students are assigned to you correctly.• If you do use a blank scan sheet, PLEASE make sure that student ID numbers are right-justified.

All scan sheets must have a student ID numberStudent ID numbers must be right-justified

• Be sure bubbles are dark and erase all extra marks.• Put all scan sheets FACING THE SAME DIRECTION with the little tab together.• DO NOT SEND IN BLANK SCAN SHEETS• When scan sheets are returned, all scan sheets for the same Level and Language test should be batched

together as 1 set (all French I, all French II, etc. by course, not by individual class)• Put One Cover Sheet on each batched level (French 1, Spanish II, etc.) You do not need to separate them by

section.

During the Exam: Follow the teacher directions on the listening script.After the Exam

DO NOT SEND IN ANY BLANK SCAN SHEETSPUT ALL SCAN SHEETS FACING THE SAME DIRECTIONScan sheets must arrive at Gateway BY the deadline.

If mailing, send one week before the deadline. You may also drop them off at the front desk at Gateway, addressed to

Jessica Haxhi.

Thank you!!

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Interpersonal Writing Task: Preparing students for success with Interpersonal Writing(HS every quarter, MS Q2,Q4 with HS quarterly exams)

This performance task will give students the real-world task of writing to a peer in the target culture. The student prompt will be as follows.

HERE IS AN EXAMPLE OF WHAT THE INTERPERSONAL WRITING TASK WILL BE FOR LEVEL I, FOR THE ENTIRE YEAR, WITH THE CHECKLIST GETTING LONGER EACH QUARTER: Write a letter introducing yourself to a new pen pal in ______(country)_____. Do your best to write as much as you can with the language that you have learned so far, only using English for names. Use complete sentences whenever possible. For this quarter, you include:

a greeting your name your age where you are from at least one question (at least TWO questions for your new friend -- even in Q1 they can ask "What's your name? and

"How are you?") write anything else you know how to say that you would include in an introductory letter a good-bye expression your signature

What students must know to do well on this task:• They must know how to handle an English prompt such as this one. You might want to model it, using a famous person to write

about, whole group. • They should be familiar with the interpersonal writing rubric, especially the fact that the more they write, the better their score will

be.• Please do NOT instruct students to memorize the paragraph ahead of time.

How will I prepare students for this type of interpersonal writing task?

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Interpersonal Speaking Task: Preparing students for successSituation Cards (Q1, Q3 High School/Q2 Middle School)

Situation cards ask students to speak to each other spontaneously by giving them a context and some ideas for their discussion. For this task, you have two choices: Cut up the four situation cards and offer them to a pair of students to pick randomly OR give a particular situation card to a pair of students, based on their abilities. • You should not have all students do the same situation card unless they somehow do it only in front of you, with no one else seeing.• Students should have 3-4 minutes to prepare, but they should not write anything down. For differentiation, some students may be allowed

to write hints for what they want to remember to say in English, such as “name, age, birthday.” If we let them write the target language, it is no longer an interpersonal assessment. We really want to know how they would do in the culture.

Possible ways to administer this assessment: Do 3 pairs of students each day, in front of the class, beginning 2 weeks before the end of the quarter. Over 2 or three classes, give the class a task or packet and then call pairs up, have them choose a card, prep for 3-4 minutes, then perform

at your desk (or record in the hallway). Set up centers with groups. Have a “teacher table” at which 2 or 3 pairs of students get different situation cards and perform them for each

other. If you need to have a 3 person group for the conversation, that is fine too. As an aside, you can also have other students “peer scoring’ if you have pairs perform this in front of the class. We will discuss more at CIA

meetings.

What students must know:• They must know HOW to handle a situation card. This can be modeled with the two examples from above.• They must be aware of the rubric. Go over it with them before the assessment and even model different scores (with puppets or a

willing student). REMIND them that the rubric TARGET is for the end of the year, so if they aren’t there yet, it is okay.• They must know that they are NOT expected to be perfect, and the more they say or try to say, the better their score will be.

How will I prepare students for this type of interpersonal task?

NOTE: Only the practice situation cards are included in this online version of theAssessment Handbook.

You are exchange students sitting together on an airplane. You can

choose the _____-speaking country you are “from.” Introduce

yourselves to each other and have a short conversation.

Practice

One of you is new to New Haven, from a ______-speaking country and is looking

confused at a bus stop. The other person asks if the new person is okay (or

how they are) and they have a short conversation, introducing themselves

(then the bus comes!)

Practice

You are standing next to each other at a train station in

_________. You are both adults and you don’t know each other.

It is freezing. Exchange some greetings and small talk.

Practice

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Interpersonal Speaking Task: Preparing Students for SuccessTeacher Interview (Q2, Q4 High School/Q4 Middle School)

Teacher interviews of students are our best method of assessing just how much language students can produce when assisted by a sympathetic expert speaker. You will be provided with a set of sample questions and “push” questions to ask students, but feel free to add your own questions as well. It will take 4-5 minutes per student. Yes, organizing this will be a bit of a challenge, but the information that we can gain from individualized assessment is priceless!

Possible ways to administer this assessment: Over 3 or 4 classes or the Mid-term/final period, give the class a task or packet and then call students to your desk. Set up centers with groups doing various engaging tasks around the room. Do not have a “teacher table” group. Instead, call students away

from their centers one at a time for 5 minutes.

**See Interpersonal Teacher/Student Interview Questions Chart**

What students must know:• They must know that you will ask them questions that they have learned in class, and a few new ones just to “push” them. If they

don’t understand a question, it is okay for them to ask you to repeat or to day “I don’t understand’ (in the target language).• They must be aware of the rubric. Go over it with them before the assessment. Show them how important it is to just TRY and to

say as much as they can. REMIND them that the rubric TARGET is for the end of the year. If they aren’t there yet, it is okay.• They must know that they are NOT expected to be perfect, and the more they say or try to say, the better their score will be.

How will I prepare students for this type of interpersonal task?

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Question Hint/Choices (when students hesitate)

Push Questions (just suggestions – get creative!) All students will NOT be able to answer these, but some might be able to attempt an answer.

Where do you live? Give city/town choices. Do you live in a house or an apartment?

How many people live in your house? How many people in your family?

Where are you from? Give some country choices.

What is ____(city)_ like? What is the capital of___?How is the weather in ___?

Where are your grandparents from? Do you go to ___ sometimes? When do you go?

What is your friend’s name? What is he/she like?

Give some personality trait choices.

What does she like to do? What do you like to do together? Why is he/she a good friend?

Do you like_____? Gesture “I like/don’t like” with your face or thumbs up/thumbs down.

Does your friend/mother/father/grandmother like ______? Do you like ______?

What do you like to do on the weekends? Don’t you like____?

What is your favorite _____?

Give choices, depending on the topic.

Do you also like___?(or ask another question related to the “favorite”

How often do you _____? Why do you like ___?

Student Interview Guide Level I Q2 SAMPLE – Other levels/quarters will be emailed to you.

NOTE: These questions will vary based on language. You do NOT have to ask every question. You do NOT have to go across the chart for each question. It is important to pursue topics of interest to the student and/or topics you have covered in class. These are just a suggestion. Converse with the student long enough to get onto the rubric.

In general: Start easy, get gradually more difficult, end easy to make students feel success.

Suggested warm-up questions: What’s your name? How are you? How old are you?

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Performance Tasks: Entering Scores into School NetFor a video and visuals, go to http://nhpsworldlanguages.wikispaces.com/Assessments

High School: Every Quarter Middle School: Q2 and Q4

The Interpersonal WRITING Task score (from the Writing Section on the Quarterly)The Interpersonal SPEAKING Task Score. (situation card or interview – see Assessment Plan)

How to enter scores in SchoolNet - For visuals and a link to SchoolNet, go to http://nhpsworldlanguages.wikispaces.com/Assessments 1. Go to SchoolNet and Log In. (for a link, go to the website above). If you do not have a password, contact Jessica or Catherine McCaslin.2. On the right side, in the middle of the screen, click on the tab (like a folder tab) that says “Upcoming tests.”3. Then, click on the test that says “World Languages Performance Tasks Q1 G9-12 2014-15” or if you are middle school “World Languages

Performance Tasks Q1 G7-8 2014-15.” If you don’t see one of these, contact Jessica.4. **Note that the title will change each quarter to be Q2, Q3, Q4.5. On the left side of the screen, click on “Score test.”6. In the middle of the screen, click on “Locate a Section”7. Your section may appear in the list that now shows up. If you don’t see it and are in a big school, you may have to click on “next 10” to

find your section, OR8. You may have to search for yourself using the search boxes at the left. Use the dropdown menu to choose yourself, wait for the screen

to refresh, then click “search”. Sometimes, it also helps to click on “Include sections not assigned to the test” and then click “Search.” (that is the trick that solved the problem for many people last year). You may still have to click “next 10” to find yourself in the long list of sections.

9. After you find your section, click on it. Now you will see your students’ names listed down the left hand side. One student’s name will be highlighted. That is the student for whom you are entering scores.

10. Here is the ORDER of the scores you are entering.1. (1) the interpersonal writing score from the quarterly (formerly #61)2. (2) the interpersonal speaking performance task (formerly #73)

11. You must hit SAVE after every student!!12. After you hit save, it should move to the next student, or you can click on the student you want next.

**Check to make sure your SchoolNet login and password are working LONG before the deadline**

Please enter scores by the deadline given to you. Begin

your data entry at least 3 days before the deadline.

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Exceeds EOC Target Intermediate Low

EOC High TargetNovice High

EOC TargetNovice Mid/High

Near EOC Target Novice Mid

Below EOC TargetNovice Low

Score 5 4 3 2 1 ComprehensionDo you understand others?

You understood all of the questions that were asked of you, AND you responded appropriately to some questions we have not practiced before.

You understood all of the questions that were asked of you, if we had practiced them before. If asked an unfamiliar question, you made an attempt to reply.

You understood all of the questions that were asked of you, if we had practiced them before.

You understood most of the questions that were asked of you, if we had practiced them before.

You could answer a few simple questions that we practiced in class.

Vocabulary use: How much language are you using?

You use a wide variety of vocabulary and expressions to communicate with detail.

You use a wide variety of vocabulary and expressions to communicate with some detail, on familiar topics, as practiced in class.

You use a sufficient variety of words, phrases, and simple sentences needed to communicate on very familiar topics.

You use a few sentences that we have practiced in class. You were able to ask one or two simple questions.

You can use short, memorized words and phrases maybe a memorized question such as “what is your name?”

Language Level:How sophisticated is your speech?

You are beginning to string some sentences together . You are starting to create some of your own sentences and questions.

You are beginning to answer mostly in sentences, where appropriate. You were able to ask a variety of simple questions that we have practiced in class.

You use a few sentence that we have practiced. You were able to ask more than two questions that we practice in class.

You use a limited variety of words, phrases, and sentences to minimally communicate.

You use a few words or phrases to communicate on very familiar topics.

Communication StrategiesAre you maintaining the conversation?

You maintain the conversation through expressions, longer utterances, and/or some follow-up questions. You went well beyond the minimum requirements of the conversation.

You maintain the conversation through expressions, longer utterances, and/or some follow-up questions.

You are communicating and can be understood most of the time. You may hesitate or have minor pronunciation or grammar errors.

You are communicating, but it is sometimes difficult to understand you due to errors in grammar, pronunciation, word choice, or lots of hesitation.

It is very difficult to understand you due to errors in grammar, pronunciation, word choice, or inability to complete the task.

Level I Interpersonal Speaking Rubric 2014 NHPS World LanguagesUse for spontaneous conversational tasks. End of Course (EOC) Target: Novice Mid/High on the ACTFL Proficiency Guidelines .

Teachers: Use checks or circles to score each criteria, then give an overall score based on the column with the most check marks or circles. Score (1-5)

Quarter_______Student name_______________________________Performance expectation for this student is_______

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Exceeds EOC Target Intermediate Mid

EOC High TargetIntermediate Low

EOC TargetNovice High

Near EOC TargetNovice Mid/High

Below EOC TargetNovice Mid

Scoring 5 4 3 2 1 ComprehensionDo you understand others?

You understood all of the questions that were asked of you on a wide variety of everyday topics, AND you responded appropriately to some unfamiliar questions/comments.

You understood all of the questions that were asked of you, AND you responded appropriately to some questions we have not practiced before.

You understood all of the questions that were asked of you, if we had practiced them before. If asked an unfamiliar question, you made an attempt to reply.

You understood all of the questions that were asked of you, if we had practiced them before.

You understood most of the questions that were asked of you, if we had practiced them before.

Vocabulary use: How much language are you using?

You use a wide variety of vocabulary and expressions to regularly communicate with detail.

You use a wide variety of vocabulary and expressions to communicate with detail.

You use a wide variety of vocabulary and expressions to communicate with some detail, on familiar topics, as practiced in class.

You use a sufficient variety of words, phrases, and simple sentences needed to communicate on very familiar topics.

You use a few sentences that we have practiced in class. You were able to ask one or two simple questions.

Language Level:How sophisticated is your speech?

You are communicating at the sentence level and the connected sentence level most of the time, often trying to create with language.

You are beginning to string some sentences together . You are starting to create some of your own sentences and questions.

You are beginning to answer mostly in sentences, where appropriate. You were able to ask a variety of simple questions that we have practiced in class.

You use a few sentence that we have practiced. You were able to ask more than two questions that we practice in class.

You use a limited variety of words, phrases, and sentences to minimally communicate.

Communication StrategiesAre you maintaining the conversation?

You can start, maintain and end a conversation, using relevant comments, questions and strings of sentences.

You maintain the conversation through expressions, longer utterances, and/or some follow-up questions. You went well beyond the minimum requirements of the conversation.

You maintain the conversation through expressions, longer utterances, and/or some follow-up questions.

You are communicating and can be understood most of the time. You may hesitate or have minor pronunciation or grammar errors.

You are communicating, but it is sometimes difficult to understand you due to errors in grammar, pronunciation, word choice, or lots of hesitation.

Level II Interpersonal Speaking Rubric 2014 NHPS World LanguagesUse for spontaneous conversational tasks. End of Course (EOC) Target: Novice High/Intermediate Low on the ACTFL Proficiency Guidelines .

Teachers: Use checks or circles to score each criteria, then give an overall score based on the column with the most check marks or circles. Score (1-5)

Quarter_______Student name_______________________________Performance expectation for this student is_______

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Exceeds EOC Target Intermediate Low

EOC High TargetNovice High

EOC TargetNovice Mid/High

Near EOC TargetNovice Mid

Below EOC Target

Novice LowScoring 5 4 3 2 1 ComprehensibilityCan we understand you?

Your writing is clearly understood, even when you have attempted to write about some newer or more difficult topics. Any errors in grammar or word choice don’t interfere with your message.

You can generally be understood when you write about topics we have practiced in class. Any errors in grammar or word choice don’t interfere with your message.

Your writing can be understood most of the time when you write about topics we have practiced in class. The reader may have to reread a phrase or sentence to understand. Errors in grammar or word choice do not interfere with your message.

Your writing may difficult to understand at times due to errors in grammar or word choice.

Your writing is very difficult to understand due to errors in grammar or word choice, or the task is not complete.

Vocabulary use: How much language are you using?

You use a wide variety of vocabulary and expressions to communicate with detail. You are beginning to string some sentences together logically. You are starting to create some of your own sentences and questions.

You use a variety of vocabulary and expressions to communicate with some detail. You are writing in sentences, using language we have practiced in class.

You use a sufficient variety of words, phrases, and simple sentences needed to communicate on familiar topics. You are writing in simple sentences we have practiced in class.

You use a limited variety of word, phrases and simple sentences to minimally communicate your message on topics we have practiced in class.

You use a few words or phrases to communicate your message on very familiar topics.

Level I Interpersonal Writing Rubric 2014 NHPS World LanguagesUse for spontaneous writing tasks. End of Course (EOC) Target: Novice Mid/High on the ACTFL Proficiency Guidelines .

Teachers: Use checks or circles to score each criteria, then give an overall score based on the column with the most check marks or circles.

Score (1-5)Quarter_______Student name_______________________________Performance expectation for this student is_______

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Exceeds EOC Target Intermediate Mid

High EOC TargetIntermediate Low

EOC TargetNovice High

Near EOC TargetNovice Mid/High

Below EOC Target

Novice MidScoring 5 4 3 2 1 ComprehensibilityCan we understand you?

Your writing is clearly understood, and you have attempted to include a variety of newer/difficult topics.

Your writing is clearly understood, even when you have attempted to write about some newer or more difficult topics. Any errors in grammar or word choice don’t interfere with your message.

You can generally be understood when you write about topics we have practiced in class. Any errors in grammar or word choice don’t interfere with your message.

Your writing can be understood most of the time when you write about topics we have practiced in class. The reader may have to reread a phrase or sentence to understand. Errors in grammar or word choice do not interfere with your message.

Your writing may difficult to understand at times due to errors in grammar or word choice.

Vocabulary use: How much language are you using?

You use a wide variety of vocabulary and expressions to regularly communicate with detail. You are communicating at the sentence level and the connected sentence level most of the time, often trying to create with language.

You use a wide variety of vocabulary and expressions to communicate with detail. You are beginning to string some sentences together logically. You are starting to create some of your own sentences and questions.

You use a variety of vocabulary and expressions to communicate with some detail. You are writing in sentences, using language we have practiced in class.

You use a sufficient variety of words, phrases, and simple sentences needed to communicate on familiar topics. You are writing in simple sentences we have practiced in class.

You use a limited variety of word, phrases and simple sentences to minimally communicate your message on topics we have practiced in class.

Level II Interpersonal Writing Rubric 2014 NHPS World LanguagesUse for spontaneous writing tasks. End of Course (EOC) Target: Novice High/Intermediate Low on the ACTFL Proficiency Guidelines .

Teachers: Use checks or circles to score each criteria, then give an overall score based on the column with the most check marks or circles.

Score (1-5)Quarter_______Student name_______________________________Performance expectation for this student is_______

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• These two performance tasks count together as one “score” in SchoolNet.• The rubrics for these tasks are proficiency-based, with a target of where we expect

students to be at the end of the year. Therefore, scores at the beginning of the year may be low for non-native speakers.

Interpersonal Writing Task (from Quarterly) 5 4 3 2 1Interpersonal Speaking Task 5 4 3 2 1

Performance Task Scores Reporting on SchoolNetThe two scores that you will enter are each scored on five-point rubrics (NHPS 2014 Rubrics).

Quarterly Exam Reporting on School NetQuarterly exams have 25 questions each, every quarter. It will be straight-scored by the scan sheets.SchoolNet will report the following score groups:(in keeping with other subject areas)

SchoolNet Score Group Total Score (two tasks)

Basic 1, 2, 3, 4

Proficient 5, 6

Goal 7, 8, 9, 10

SchoolNet Score Group Total Score on Exam

Basic 0-59%

Proficient 60-69%

Goal 70% or better

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Exceeds Expectations 100-90

Meets Expectations 89-80

Approaching Expectations79-70

Below Expectations69-60

F or Incomplete59-0

Student’s performance exceeds expectations.

Student’s performance meets expectations for this task.

Student’s performance is approaching expectations for this task.

Student is attempting task but performance is below expectations.

Student did not complete task sufficiently to score.

IMPORTANT NOTE:A “5” is not equal to 100%. Do NOT give students a grade such as 2/5. The target goal changes throughout the year, with the end target being 3 points or better.

Grading options/ideas/suggestions:

1. Determine what you expect at each quarter. For example, in Q1, your goal for students might be Novice Mid (2). Assign a “2” score as a B, a 3 as an A, and a 1 as a C, below that as D, or give them F if they don’t do the task.

2. OR, determine your expectations for each student. There is a spot to write the expectation on the rubric. If they are a native speaker, you might expect more. If they are new to the class in Q3, you might expect less. Use the rubric, but then score them against your expectations for how they should do, according to this example.

How do I enter “grades” into PowerSchool if I use these proficiency-based rubrics?

3. You can decide not to use the performance tasks as “grades” per se. You could give them to students/parents as valuable information about student progress. You could also keep rubrics in students’ portfolios, if that is something you are using at your school.

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Implications for TEVAL GoalsQuarterly ExamBecause this exam is a snapshot of the quarter, students should be expected to perform consistently or better over the year. The contentgets progressively more difficult as students learn new information, so even if students stay at Proficient or Goal, they are demonstrating that their interpretive reading and listening abilities have improved. Therefore, if you would like to base your TEVAL goal on the exam, here are some suggestions:

• From Q1 to Q4, _____% of students will increase their scores from basic to proficient or better.• From Q1 to Q4, _____% of students who scored proficient or better will maintain or improve their scores, while ____% of students who scored Basic will

improve to proficient or better.• Averaged across all 4 quarters, ____% of students will receive an average score of Proficient or higher. (you would have to grade Q4 quarterly yourself as

SchoolNet will not process quickly enough)

Performance TasksThe performance task rubrics have been modified to represent the proficiency targets for the END of the YEAR as “target.” Therefore, all students should progress across the rubric during the year as they learn new skills. Therefore, if you would like to base your TEVAL goal on the performance tasks, here are some suggestions:Using SchoolNet reporting

• By the end of the year, ____% of students will perform at proficient or better on the interpersonal writing and speaking tasks.• From Q1 to Q4, ____% of students will improve at least one level (basic to proficient, proficient to goal) on the interpersonal writing and speaking tasks.

Using Pure Rubric Scores (Teacher Tracking)• By the end of the year, ___% of students will score at the target proficiency level (rubric score of 3 or better - Novice High Level I/Novice High-Int. Low

Level II) on the interpersonal speaking task/interpersonal writing task (you could choose one).• By the end of the year, ___% of students will improve at least (one or two) rubric points on the NHPS Interpersonal Speaking Rubric (or Interpersonal

Writing Rubric) for Level I/Level II. (you could focus on either writing or speaking task)

Can-Do StatementsIt is also possible to create student self-assessment checklists based on the ACTFL-NCSSFL Can-Do statements including in this packet. You could have students fill out the checklists each quarter. You would need to assist them to understand each “can do” statement and what it “means” in terms of target language ability. It would work best for interpersonal communication. They can circle/indicate which proficiency level they are in based on where the majority of their checks fall. Then, you could use a goal like this:

• From Q1 to Q4, ____% of students will improve at least one proficiency level in interpersonal speaking skills according to a self-assessment using the ACTFL-NCSSFL Can-Do statements.

• By the end of the year ___% of students will reach the Level I goal of Novice High interpersonal speaking skills according to a self-assessment using the ACTFL-NCSSFL Can-Do statements. (for Level II, using Intermediate Low and just decrease the percentage because it is too difficult to judge Novice High/Intermediate Low together.