Proficiency 201Assessment

Resources for the Essential Standards

IntroductionsIn a moment, please share:

NameDistrict/schoolLanguage(s)Program(s) and Level(s)

Comfort & Considerations

Wireless NetworkLogin and password information

WLES wiki (http://wlnces.ncdpi.wikispaces.net)

Electronic GadgetsSwitch phones, computers, iPods, etc. to silent,

mute or vibrate

Power Strips & Extension Cords

Today’s Agenda

Welcome & Introductions Assessment• WLES & Assessment Options• Adapting AEs for Classrooms

DPI UpdateReflection & Next Steps

IntroductionsPlease share:

NameDistrict/schoolLanguage(s)Program(s) and Level(s)

Musical Think-Pair-Shareon Assessment In your World

Language classroom:

1. What kind of formative assessments do you use?

2. What kind of summative assessments do you use?

3. How do you balance the two types of assessment?

Summative Assessment Options

World Language ExamplesClassroom assessments

– Quizzes, unit tests, final exams– Performance tasks or projects

• Commercial assessments like AAPPL, SLPI, SOPA, STAMP

• Exams from other countries: DELE, DELF, DSD, HSK

• Non-profits: AP, IB, SAT II• National Language Exams from

professional organizations

Summative Assessment Options

• Integrated Performance Assessments (IPA) using proficiency-based rubrics

• Measures of Student Learning (MSLs)/NC Common Exams

• Assessment Examples (AE)– Drafted during WLES writing– NC State TOPS partnership– P101 Project revisions– P201 Independent Project Group

expansions

Assessment Examples (AEs) for World Language Programs

Classical Languages

Dual & Heritage Languages

Modern Languages

• Levels I-VI

• DLI• HL, Levels 1 & 2

• K-8• Levels I-VIII

Assessment Examples (AEs) are:– Prototypical performance assessments– Identified for:

1 proficiency level1 Essential Standard1+ Clarifying Objective(s)

– Attached to basic scoring criteria– Used in the classroom, department,

school, district, etc.– Adapted and applied locally by teachers

Learning Trajectories← NL and NM IH, AL, AM →

Novice High (NH) Intermediate Low (IL) Intermediate Mid (IM)

• Simple phrases and short sentences • Familiar topics without visuals • Short interactions / messages • Simple texts / descriptions / questions

• Series of phases and sentences • Unrehearsed situations• Limited discourse • Familiar situations with some details • Familiar topics and experiences • Questions • Short conversations • Main ideas and a few details

• Variety of familiar topics with many details• Unfamiliar topics with some details • Personal opinions• Uncomplicated settings where communication is straightforward • Series of connected sentences • Simple factual presentations • Unfamiliar academic vocabulary • Spontaneous conversations

3 Communication Modes & Culture = 4 WLES

ES #1Interpersonal Mode

ES #2Interpretive Mode

ES #3Presentational Mode

ES #4Culture

Structure of the WLESWLES

CLL strand

ES #1

2-5 COs

ES #2

2-5 COs

ES #3

2-5 COs

ES #4

2-5 COs

COD strand

CMT strand

Activity: AE for Essential Standard #1

Read NH.CLL.1 (a revised AE for Interpersonal Communication)

adapted from the Assessment Examples

posted online and be thinking about how to prepare students

Preparing Students for Interpersonal Tasks

• Use various assessments (videotaping, journaling, texting)

• Prepare students to engage in natural conversation and wean off scripts– Provide warm-up activities that include

dialogue– Give pre-thinking exercises– Model constantly (teacher interaction, video clips)

– Differentiate groups (based on proficiency level)

– Integrate opportunity for students to speak freely with peers in target language (without pressure of evaluation)

Activity: AE for Essential Standard #2

Read NH.COD.2 (a revised AE for Interpretive Communication)

adapted from the Assessment Examples

posted online and be thinking about how to prepare students

Preparing Students for Novice Level Interpretive Tasks

• Various ways to assess (reading, listening, viewing)

• Teach strategies for understanding– Use context clues– Repeat, Repeat, Repeat– Listen for key words– Make predictions about the text

• Types of authentic texts– Short texts (Lists, simple sentences, etc.)– Commercials– Texts that include visual clues

Preparing Students forIntermediate Level Interpretive Tasks

• Teach strategies for understanding– Main ideas – Supporting details

• Types of authentic texts– Narratives, simple stories, routine

correspondence– Information-packed texts in predictable

order of information– Simple sentences to paragraph-like text– High interest topics about the target

culture(s)

Preparing Students forAdvanced Level Interpretive Tasks

Teach strategies for understanding– Main ideas and supporting details– Word and concept inferences– Identification of author/cultural perspectives– Identification of organizing principles of text

Authentic texts– Longer and more complex discourse– Stories, narratives, social correspondence

(involving past, present, and future)– Topics of professional and personal interest– Fiction and non-fiction with wide variety of

topics from target culture(s)

Activity: AE for Essential Standard #3

Read NH.CLL.3 (a revised AE for Presentational Communication)

adapted from the Assessment Examples

posted online and be thinking about how to prepare students

Preparing Students for Presentational Tasks

• Use various ways to assess (speaking, writing, visually representing, debating, reporting)

• Encourage the use of the writing process (draft, revise, publish) to self-assess

• Encourage peer evaluation with structure and/or monitoring from teacher

• Provide feedback to students based on message NOT accuracy

AE Wikipage Exploration

http://wlnces.ncdpi.wikispaces.net/AEs+for+World+Languages

AE Choose & Use

Go to the AE Wikipage and select an AE to:• Adapt for a particular program• Modify for a specific course• Expand into an Integrated

Performance Assessment

IPA: A Cyclical Approach

InterpersonalEngage in informal communication on a

topic.

PresentationalStudents share ideas and opinions about

a topic from the text.

Interpretive Listen to, view or read authentic text

and provide a response to assess comprehension.

DPI Update

Agenda For Institute

Educator Effectiveness

www.ncpublicschools.org/educatoreffect/

Standards 6 & 8 – The BasicsRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲

Teachers

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute to Academic

Success

Principals (and other Administrators)

8Strategic Leadership1 65432 7Instructional

LeadershipCultural

LeadershipHuman

Resource Leadership

ManagerialLeadership

External Development

Leadership

Micro-political

Leadership

Academic Achievement

Leadership

Strategic Leadership

Teacher Ratings CategoriesRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲Teachers

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute to Academic

Success

5 Rating CategoriesNot Demonstrated

DevelopingProficient

AccomplishedDistinguished

3 Rating CategoriesDoes Not Meet Expected Growth

Meets Expected Growth Exceeds Expected Growth

Teacher StatusRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲

In Need of Improvement Effective Highly

Effective

Standards 1-5In the year

Standard 6Three-year rolling average

6 6 62 years ago

1 year ago

Currentyear+ + /3))

1 5432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Any rating lower than proficient

And/Or

Does Not Meet

Expected Growth

Proficient or Higher

on Standards1-5

And

Meets or Exceeds Expected Growth

Accomplishedor Higher

on Standards1-5

And

Exceeds Expected Growth

Growth Data for World Language Teachers

MSLsCourses

Focused on Performance

Locally Developed Courses

A B C D

• Guidance from DPI by 2013- 2014 on appropriate methods to gather and analyze evidence of student learning based on the:– Performance-based nature of content area and NCES

– Varying amounts of instructional time and program configurations

EOCs,EOGs and VoCATS

Reflection &

Next Steps

Reflection

Identify 1 thing that will change

in your classroom for your learners

as a result of this session

Next Steps1. Resources: Explore what’s available on the WLES wiki

http://wlnces.ncdpi.wikispaces.net/

2. Archived & Upcoming Webinars http://wlnces.ncdpi.wikispaces.net/ Professional Development > Webinars > 2012-2013

3. Future PD Sessions– Program-specific– Conferences

4. 2013 Summer Institutes

2012 – 2013 World Language Webinar Series RttT SI Group

Thursdays at 3:30-4:30 p.m.

September 20, 2012

January 17, 2013

March 7, 2013

June 6, 2013

34

2012 – 2013 World Language Webinar Series

DPI Update7:00 – 8:00 p.m.

Thursday, January 31, 2013

• Monday, April 22, 2013

Note: The DPI Update from Round 1 of FLANC 2012 will be recorded and posted on the webinar page.

2012 – 2013 World Language Webinar Series

Topical WebinarsVarious times and dates LinguaFolio

Thursday, November 1, 20123:30 – 4:30 p.m.

Proficiency-based RubricsWednesday, February 27, 20134:00 – 5:00 p.m.

• Sharing Local PD on the WLES wikiMay 2013 with details TBD

World Language Program–specificUpcoming PD Opportunities

• Classical Languages: Latin WorkshopBeing planned for summer

• Dual & Heritage Languages: March 13, 2013World Language Assessment Examples (AEs) Teacher Work Session for Dual Language/Immersion Programs– Face-to-Face and virtual participation options available

– Session will run 9:00 a.m. – 4:00 p.m.

– Teachers need to bring a laptop and curriculum documents

Reflection

Identify 1 thing that will change

in your classroom for your learners

as a result of this session

Curriculum & InstructionWorld Languages

NCDPIWorld

Languageswebsite

http://seclang.ncwiseowl.org/

Helga FascianoSection Chief of K-12 Program AreasHelga.Fasciano@dpi.nc.gov919-807-3864

Ann Marie GunterWorld Language ConsultantAnn.Gunter@dpi.nc.gov 919-807-3865