1 / 36

Using debate to track oral language performance

Using debate to track oral language performance. Sarah Jay Prospect Hill Academy , Cambridge, MA. Session Goals. Share 3+ year process of creating and refining a system of performance-based assessment of Spanish oral language.

leala
Download Presentation

Using debate to track oral language performance

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Using debate totrack oral language performance Sarah Jay Prospect Hill Academy, Cambridge, MA

  2. Session Goals • Share 3+ year process of creating and refining a system of performance-based assessment of Spanish oral language. • Give teachers assessment models, instructional strategies and data collection methods for oral language development. • Give instructional leaders a model for a summative program assessment from which to backwards plan assessments and instruction. ResourcePacket

  3. Essential Questions • How do we motivate and support students to speak more in the foreign language classroom? • How do we assess and track their oral language development?

  4. Exhibition Night

  5. Exhibition Night • Authenticity Guest Spanish-speaking judges • Community Parents, student volunteers, educators Accountability Graduation requirement Page 2 and 3

  6. Performance Assessment StudentLearningGoals Data Collection and tracking Backwards plan Instruction Overallstudent oral languagegrowth

  7. Begin with the standards

  8. What do we want kids to DO? College-readySpanishproficiency • Interpretive:Read and discussauthentictexts • Interpersonal:Engagewithanother’sthoughts in academic and social conversation. • Presentational:Support ideas withspecificevidence, soundreasoning and appropriate cultural perspectives.

  9. Whatwouldyoulikeyourstudentstobeabletoknow and do? Thisisyourstudentlearninggoal

  10. Debate fits all the criteria Interpretive: • Sources Interpersonal: • Argument and rebuttal Presentational: • Opening/ Closing argument Flexible

  11. What performance wouldmeetthegoals of yourlanguageprogram? Thisisyourperformance assessment

  12. Performance Assessment StudentLearningGoals Data Collection and tracking Backwards plan Instruction Overallstudent oral languagegrowth

  13. Page 3 Assessment design AP Exam PHA Debates PresentationalSpeakingOpening/Closing Argument Two minutes, audio Two teams of two, and writtensourcesone opening, one closing Interpersonal Speaking Open Debate Readanoutline, Teamsgiveevidence and respondtorecorded audio rebuttheargument of others Interpretive Language Sources Audio and print sources Audio, print and video authentic texts

  14. Pair performance to learning goals

  15. Rubric development Page 4 Presentational: Focus on memorization and fluency. Interpersonal: Focus on responding appropriately to other team, using evidence.

  16. Rubric uses • Sub-categories with descriptors provide specific feedback • Students receive a proficiency-based “grade” 5 = Demonstrates excellence 3 = Demonstrates competence (PROFICIENCY) 1= Demonstrates lack of competence

  17. For the performance that you have in mind, what would you want your rubric to assess? Are there existing assessment tools that you could modify?

  18. Performance Assessment StudentLearningGoals Data Collection and tracking Backwards plan Instruction Overallstudent oral languagegrowth

  19. Pages 5-10 Debate

  20. What are three oral language activities that would scaffold up to your performance assessment?

  21. Performance Assessment StudentLearningGoals Data Collection and tracking Backwards plan Instruction Overallstudent oral languagegrowth

  22. Data collection: Formative assessments Benchmark performances • Ensure preparation towards learning goals. • Allow for early intervention and support. Pages 11-15

  23. Data collection and tracking • Audacity • Digital recorders • Voice Memo (iPhone) • Edmodo • Google Voice • Flip cameras • iMovie

  24. Data collection and tracking Excel / Google Drive

  25. StudentLearningGrowth: Spanish 6

  26. StudentLearningGrowth: Spanish 6

  27. Student Learning Growth: Juniors

  28. Next steps and challenges Data: • Track debate scores at eachlevelacrossyears • Track AP scores • Track SAT II scores Instruction: • Evaluate and refine scope and sequence of benchmarks • Focuson in-classformativeassessments

  29. What is your next step in putting your performance assessment plan into action? • Who do you need to talk to? • What resources do you need to gather? • How will you create your assessment?

  30. Acknowledgments PHA Spanish Department, past and present: Allyson Saunders, Yadissa Bello, Jess Nollet, Dave Cantu, Lucia Morales, Lauren Davis, John Carolan , Kate Powell Family and supporters: Ian Huntington Katie Hutchinson Liz Murray Chris Douglas And, of course, all the amazing students of PHA

  31. Contact information Sarah Jay sjay@prospecthillacademy.org sarahejay@gmail.com

  32. What is Prospect Hill Academy? School Demographics • Spanish at PHA • 1 hr per week K-3 • 2 hr per week 4-6 • 5 hrs per week 7-12 • K-12 public charter school • 1,100 students • Cambridge and Somerville, MA • 64% low-income families • 86% minority Spanish oral language graduation requirement www.greatschools.org

  33. Systems of Accountability

  34. Three years of data 2009-2010: 64 juniors and seniors debated, all scored proficient or higher 2010-2011: 60 juniors and seniors debated, four juniors failed and re-debated their senior year. 2011-2012: 65 juniors and seniors debated, two seniors failed and participated in two OPI interviews to demonstrate proficiency.

More Related