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Creating Quality Common Summative Performance-Based Assessments

Creating Quality Common Summative Performance-Based Assessments. Loudoun County Public School Hal Boland – Heritage HS, German Teacher Tripp Di N icola- Broad Run HS, French Teacher Kimberly Fogelson – Dominion HS, Spanish Teacher Sofia Pollock – John Champe HS, Spanish Teacher

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Creating Quality Common Summative Performance-Based Assessments

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  1. Creating Quality Common Summative Performance-Based Assessments Loudoun County Public School Hal Boland – Heritage HS, German Teacher Tripp Di Nicola- Broad Run HS, French Teacher Kimberly Fogelson – Dominion HS, Spanish Teacher Sofia Pollock – John Champe HS, Spanish Teacher Suzette F. Wyhs – Supervisor, World Languages & Cultures

  2. SESSION OUTCOMES The participants will: • Learn about the successful implementation of common, summative performance-based assessments at LCPS • Have opportunities to sample functional task-based activities for Interpersonal, Presentation and Interpretive tasks • SHARE • Discussion/ Q & A

  3. START WITH THE END IN MIND

  4. History and process

  5. WHERE WE ARE…

  6. Our Session Agenda

  7. Thematic Unit Framework The Culture of Coffee

  8. Contemporary LifeSocial Customs and Values • How is contemporary life influenced by cultural products, practices and perspectives? • The role of coffee in a culture – economy, social interactions, traditions • A framework of activities and assessments

  9. ¿Usaríasbotox? • ¿ Si fueraposible, vivirías para siempre? • ¿ Cambiaríastuapariencia con la cirugíaestética? • ¿ Es la cirugíaestéticaética? • ¿ Si fueraposible, quisierastener la apariencia de unamuñeca?

  10. Interpersonal Speaking/Writing Classroom Activities Interpersonal Speaking/Writing Rubric Discussion In-Class Games: Vocabulary/Grammar and Structure  Communicative Exercises Video-Conversations: Flipping the Classroom Face-to Face Thematic Practice: Interpersonal Conversation Twitter/Facebook Pages Student Interviews The First Assessment: Mock the exam!

  11. CONVERSATION!Vocabulaire: Ressentir et vivreLes verbes au présent 1. Quandfeins-tu d’être mûr? 2. Qui résolve un conflit entre deuxpersonnescontrariés? 3. Quandquelqu’un ne se mariejamais à uneautrepersonne, il est...? 4. Qu’est-ce qui teplaît en considérant la vie? 5. A qui fais-tuconfiance? 6. Avec qui partagez-vousvos secrets au fond du coeur? 7. Si on rompt avec son petit-ami, quellesactivitésest-cequ’ilfaut faire pour trouveruneautrepersonne? 8. Qui en classeméritequelqu’un de charmantcomme petit(e) ami(e)? 9. A quelleheureéteignez-vous la lumièredansvotrechambre la nuit? 10. Quanddevez-vousêtre prudent? 11. Quelqu’un de malhhonnête fait quoi? 12. Qu’aperçois-tu à l’avenir?

  12. JOUONS! Family FeudLa TECHNOLOGIE/Le TÉLÉPHONE

  13. Discutezchaque question avec votrepartenaire et soyezpréparéd’y • répondre. • Cetteactualitévient de quel pays francophone? • Quelssont les soucisprimairesmentionnés par les femmes au commencement de la vidéo? • Quellessortes de facteurscréent les problèmesenvironnementaux qui affectent la santé aujourd’hui? • C’est la qualité de quelleressourcenaturelle qui est la plus importantepour vivre, d’aprèsC.J. Côté, infirmièreconseillèreprincipale, développement francophone, Association des infirmiers et infirmières du Canada? • D’après C.J. Côté, quelest le but de son organisation et celle de l’AssociationCanadienne des Écoles en SoinsInfirmiers? • Quellessont des solutions possiblessuggérées par les femmes dansl’actualité pour prévenir les effetsnuisiblessurl’environnement? • Qu’est-ceque la fillementionnecommedeuxpréventions des aspects negatifssurl’environnement? VIDÉO-CONVERSATIONLa santé, l’environnement, et les soins infirmiers

  14. Conversation Interpersonnelle • La technologie • Répondez aux questions oralement avec votrepartenaire. Prenez des tours pour quetousvousdeuxrépondent à toutes les questions! • 1. Quelssont les étapes pour taper une composition surl’ordinateur du commencement à la fin? • 2. Est-cequetuéteins la télévisionou Facebook quandtutravailles? Pourquoioupourquoi pas? • 3. Pourquoiest-cequetusurfesl’internet? Quels sites web utilises-tu avec régularité? • 4. Combiend’e-mails envoies-tu par jour? Combiend’e-mails reçois-tu par jour? Est-cequeturépondsrapidementou pas? Pourquoi? • 5. Quelle page d’acceuilest-cequetu as sur ton moteur de recherché? Pourquoi? • 6. Est-cequetues fort(e) ounul(le) en technologie? Donne des exemples. • 7. A qui est-cequetudonnes beaucoup de coups de fil? Pourquoi? • 8. Est-cequetupréfèresparler à l’appareilouenvoyer des textos? Pourquoi?

  15. HOTESSE DE L’AIR: Pardon, monsieur, finissez-vous le repas ? PASSAGER : PASSAGER : Pardon, monsieur, est-ce que je peux fumer ? STEWARD : PASSAGER : Pardon, madame, mais où est ma place ? HOTESSE DE L’AIR : PASSAGER : Pardon, monsieur, mais à quelle heure est-ce que nous allons arriver à Paris ? STEWARD : PASSAGER : Pardon, madame, où est-ce que il faut mettre mes bagages à main ? HOTESSE DE L’AIR : PASSAGER : Madame, est-ce que je peux me lever pendant que l’avion vole ? HOTESSE DE L’AIR : PASSAGER : Pardon, monsieur, qu’est-ce qu’il faut faire avant d’aller à la porte d’embarquement ? AGENT : AGENT : PASSAGER : Non, je n’ai pas beaucoup de bagages. Seulement ce bagage à main. PASSAGER : Est-ce que l’avion arrive à l’heure ? AGENT : français 2 PARLONS ! : L’aéroport et les verbes en -ir

  16. Presentational Speaking and Writing TasksFoundation of Success “In the United States, we tell students the same thing a hundred times. On the 101st time, we ask them if they remember what we told them the first hundred times. However, in the 21st century, the true test of rigor is for students to be able to look at material they’ve never seen before and know what to do with it.” John Brandsfordcoauther of How Students Learn: Science in the Classroom (2004)

  17. Where to begin? • A Backward Design identifies goals and creates tasks over years. • Why not start in level one? • An AP student was not created in a year!

  18. Determine Acceptable Evidence •  • How does the student know the material has been understood? •  • How does the student assess achievement?

  19. Presentational Communication • I can present information, concepts and ideas to an audience of listeners or readers on a variety of topics in a culturally appropriate context.

  20. Presentational Mode • written or oral form of communication in which the presenter must take into account the impact on the audience since this is one-way communication with no opportunity for immediate feedback

  21. Presentational Writing Task • How do they differ? • Source 1 (discover points of view) Source 3 • Source 2 • (How does this graph or table support the topic?) • State your opinion with elaboration • Closing perspectives • Introductory statements (6+40 minutes) • Mention all sources

  22. Presentational Speaking Task • Culturally rich topic which compares two differing cultures. • Address audience (4+2 minutes) • State topic • Present examples • Draw comparisons • Summarize • Conclusion

  23. Interpretive Classroom Activities Interpretive Communication (Standard 1.2) Listening, Reading and Viewing The language learner will demonstrate comprehension of content from authentic audio and visual resources. The learner will make inferences and connections base on the exposure to those sources

  24. Listening Listening comprehension is based largely on the amount of information listeners can retrieve from what they hear and the inferences and connections that they can make. Thus is recommended frequent exposure to authentic multimedia and digital sources A listening example:

  25. Reading Reading comprehension is based largely on the amount of information readers can retrieve from a text, and the inferences and connections that they can make within and across texts. Derive meaning from expressions found in culturally authentic texts. Understand the purpose of a message and point of view of its author. Identify the distinguishing features (e.g. type of resource, intended audience, purpose) of authentic written texts.

  26. ReadingKeeping Blooms Taxonomy in mind

  27. Viewing Viewing can range from a variety of sources, such as a chart, graph, table, multimedia, digital sources, etc. All three elements can be implemented to create a variety of questions

  28. Sample of Questions ApplyingListening, Reading, and Viewing • According to the audio source, what message is the author sending to the World? • A. How much coffee the Dominica Republic has. • B. How coffee is exported from the Island. • C. How coffee is enjoyed throughout the world. • D. How much the coffee industry has decreased.

  29. Sample questions continue • According to the article, Table 3, what two countries have the smallest percentage of coffee as a percentage of permanent cropland? • A. Haiti and Jamaica • B. Mexico and Nicaragua • C. Dominican Republic and Panama • D. Trinidad/Tobago and Cuba

  30. Our Session Agenda

  31. Contact information Suzette F. Wyhs Suzette.Wyhs@lcps.org Tripp DiNicola, Ed.D., NBCTTripp.DiNicola@lcps.org Kimberly FogelsonKimberly.Fogelson@lcps.org Hal Boland Harold.boland@lcps.org Sofia Pollock sofia.pollock@lcps.org

  32. Creating Quality Common Summative Performance-Based Assessments Loudoun County Public Schools Hal Boland- Heritage HS, German Teacher Tripp Di Nicola- Broad Run HS, French Teacher Kimberly Fogelson – Dominion HS, Spanish Teacher Sofia Pollock – John Champe HS, Spanish Teacher Suzette F. Wyhs – Supervisor, World Languages & Cultures

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