welcome to the 2012 ccflt spring conference who is in the room? turn to a partner at your table and...
TRANSCRIPT
WELCOME TO THE 2012 CCFLT SPRING CONFERENCE
•Who is in the room?
•Turn to a partner at your table and introduce yourself:
• Name
• School
• What you teach
•Take one thing out of your purse/ briefcase/ pocket and tell your partner how it relates to you.
A Pilgrim’s Progress
Introduction to
Performance Assessment
Hey, Averag
e Joe!
What kinds of things do you do in class to learn your foreign language?
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In groups, brainstorm the different things teachers do in the WL classroom to cause learning to happen.
© All rights reserved by Loren Zemlicka
And Average Joe,
one more thing . . .
How does your teacher usually find out what you know or what you can do?
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© All rights reserved by Loren Zemlicka
In groups, brainstorm the different waysteachers assess or collect evidence of learning in the WL classroom
Any good teaching strategy has good validity as an assessment
strategy. Robert Terry University of Richmond
CC image on Flickr by sixintheworld
But remember
Average Joe’s response to
this question??
How does your teacher usually find out what you know or what you can do?
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96.3%© all rights reserved Matt
D’Angelo
Mode?CC image on Flickr by P Shanks
© ACTFL Assessment for Performance and Proficiency of Languages (AAPPL) Project Survey, 2006
What is the REAL ANSWER?
“If you don’t change assessment, nothing
changes”~Bernice McCarthy
42.7%
CC image on Flickr by Fellowship of the Rich
© ACTFL Assessment for Performance and Proficiency of Languages (AAPPL) Project Survey, 2006
What about the other modes?
© all rights reserved dannysantamarina
Traditional tests and quizzes motivate only
the better students.Larry Lewin
ACTFL Survey
2010 Annual Report http://www.actfl.org/files/ACTFLReport2010FINAL.pdf
ACTFL Survey
2010 Annual Report http://www.actfl.org/files/ACTFLReport2010FINAL.pdf
Motivation
Theory interest
relevance expectancy outcomes
Greg Duncan, 2009
Student Goal:Speak the Language
I can . . .• ~~~~~~~
• ~~~~~~~~• ~~~~~~~
• ~~~~~~~~~~• ~~~~~~~
~~~~~~• ~~~~~~~
Daily lessons
Assessment
Motivation
Theory interest relevance
expectancy outcomes
So, “testing” is really only ONE way to assess and . . .
•It is sometimes the least effective way to find out what our students can DO with the language
•The vast majority of our students are “demotivated” by traditional tests
Instruction and assessment should
be mirror images of each other . . .
CC image on Flickr by kelvin255
. . . how we assess our students should look like how we teach them.
CC image on Flickr by mindelei
The foreign language class is dominated by strategies teaching
students how to use the language . . .
Therefore, assessment should focus on students demonstrating
what they can do with the language they have learned
© all rights reserved Ben Heine
Enter: Performance-Based Assessment
© all rights reserved doverbroecks-isc
Assess More OftenA number of short assessments given
over time will provide a better indication of a student’s learning than one or two large assessments given in the middle and at the end of the grading period.
Marzano, Stiggins, Black, Wiliam, Popham, Reeves
An Assessment Plan: Have One!Campus/Team
BasedCurriculum
Based
District Based
Performance Based Quizzes
InterpersonalExams
Semester Exams
Unit Tests Performance Assessments
Projects
Role Plays & Skits
© all rights reserved sasakie
How Shall I Begin?
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5
How Shall I Proceed?
CC image on Flickr by Silk Road Collection
Vamos a Madrid You and your family are planning to spend a month in
Madrid. You have asked Vicente, a family friend living there, to send you some ads for apartment rentals in the local newspapers so that you can choose a good, convenient place to rent for your stay. Here are some requirements that your family has:• You need 3 or 4 bedrooms.
• A garage is preferred for the rental car.
• Air conditioning is a must.
• Your mother wants to be on a high floor so that she can have a good view of the city.
• It would be nice if the building had a porter.
Looking at the ads Vicente has sent, which of the following apartments will suit your family best?
Apartamento N0. 1 Apartamento en alquiler en Madrid.
Alquiler de apartamento en Madrid (Avda. de Alberto Alcocer nº 46). 1 dormitorio (60 m2), cocina independiente completamente equipada, aire acondicionado, recién reformado. Piscina, pista de tenis y plaza de garaje opcional. Precio: 900 euros.Telf.: 627 537 196 - 91 602 97 11E-mail: [email protected]
Apartamento N0. 2REFERENCIA: 476217 Zona / CP: Canillas
REFERENCIA INMOBILIARIA: 715 Dirección: Canillas
Tipo de bien: Piso Población: Madrid
Zona: MAR DE CRISTAL Provincia: Madrid
Precio Venta : 420.600 € Superficie: 113 m² Precio m² de este inmueble: 3.722 €/m² Precio medio m² de la zona: 3.896 €/m² Dormitorios: 3 Baños: 2 Actualizado: 08/07/2005
CARACTERÍSTICAS: Baños reformados, Aire acondicionado, Armarios empotrados, Puerta blindada, Ventanas tipo climalit, Cocina amueblada, Ascensor, Garaje, Vigilancia/portero, Zonas ajardinadas, Bien comunicado, Número de planta 9º, Suelo de parquet, Ventanas de aluminio, Listo para ocupar, Calefacción individual
Apartamento N0. 3REFERENCIA: 434292 Zona / CP: Canillas
REFERENCIA INMOBILIARIA: 651 Dirección: Canillas
Tipo de bien: Piso Población: Madrid
Zona: CANILLAS Provincia: Madrid
Precio Venta : 468.000 € Superficie: 124 m² Precio m² de este inmueble: 3.774 €/m² Precio medio m² de la zona: 3.896 €/m² Dormitorios: 4 Baños: 2 Actualizado: 03/03/2005
CARACTERÍSTICAS: Baños reformados, Puerta blindada, Ventanas tipo climalit, Cocina amueblada, Ascensor, Garaje, Vigilancia/portero, Zonas ajardinadas, Bien comunicado, Número de planta 2º, Suelo de gres, Ventanas de aluminio, Listo para ocupar, Calefacción individual
Vamos a MadridAfter you have made your decision, send an email to Vicente explaining to him which rental you have chosen and why. Once he knows your choice, he has offered to take a digital photo of the property and send it back to you and your family.
So, To Sum Up• Target proficiency level
• Real life or real life-like
• Relevant or interesting
• Context which would call for target language
• Based on what the students were taught (what is the function?)
• Clearly written and/or defined
• Manageable for students to achieve
• Manageable for teacher to administer
• Manageable for teacher to grade
• Has room for students to push upward
• Open enough for all students to show what they know