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Standards Based Grading in the World Language Classroom Part 2 - Assessing Student Performance. Central States Conference on the Teaching of Foreign Languages March 20, 2014. http://eurekaworldlanguage.wikispaces.com/home. Who are we and why are we here ?.

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standards based grading in the world language classroom part 2 assessing student performance

Standards Based Grading in the World Language Classroom

Part 2 - Assessing Student Performance

Central States Conference on the Teaching of Foreign Languages

March 20, 2014

http://eurekaworldlanguage.wikispaces.com/home

who are we and why are we here
Who are we and why are we here?
  • Julie Weitzel, Lafayette High School, Spanish I and II
  • Denise Pahl, Eureka High School, Spanish III and IV
  • Kim Lackey, Eureka High School, Spanish III and IV
unit planning
Unit Planning

What will be assessed?

What will be the focus?

How will it be assessed?

Which standards will be addressed?

What resources do we need? (Beyond the textbook…)

How will culture be interwoven?

how can we design a scoring guide that is
How can we design a scoring guide that is...
  • standards based,
  • uses a 50-100 scale,
  • gives meaningful feedback to teachers, students, and parents
  • uses standards-based indicators (advanced, proficient, developing, minimal), and
  • uses a logical/mathematically-sound conversion to percentages that is student, parent, and gradebook friendly?
common vocabulary used on scoring guides
Common Vocabulary used on Scoring Guides

Can confidently move forward

Usually

Rarely / Never

Sometimes / Rarely

Always

best practices for using scoring guides
Best Practices for using Scoring Guides
  • Limit criteria to essential skills only.
  • Share the scoring guides with students in advance!
  • Formative work is key.
  • Students can practice using the scoring guide on a sample assessment.
  • Students can choose essential criteria.
  • Grade while it still matters.
  • Feedback immediately communicates students’ strengths and weaknesses.
this same format for a scoring guide can be applied to
This same format for a scoring guide can be applied to...
  • Presentational Speaking Assessments
  • Reading and Listening Assessments
  • Interpersonal Speaking and Writing Assessments
  • Vocabulary Assessments
  • Grammar Assessments
  • Cultural Competence Assessments
  • Pronunciation Assessments
  • and more!
what do i need to know technically speaking to create this type of scoring guide
What do I need to know (technically speaking) to create this type of scoring guide?

Figure how many boxes you need. If it’s a lot, using landscape orientation can help fit it all in.

Formula for percentages:

·(# of boxes – 1) = X

·50 ÷ X = Y

·Subtract Y from 100 and each result to get the percentages. Round off to nearest 10th.

what do i need to know technically speaking to create this type of scoring guide1
What do I need to know (technically speaking) to create this type of scoring guide?
  • Decide what criteria you will focus on (content, organization, vocabulary use, comprehensibility, etc).
  • Decide if you want to weight each criteria the same (1, 2, 3, 4? 1, 2, 3? 2, 4, 6, 8?)
  • Count up the total number of points for the lowest possible score. Count up the total number of points for the highest possible score.
adding performance levels
Adding performance levels

When deciding the cut off for Advanced, Proficient, Developing, and Minimal, you may want to consider what a student needs to get to have each total raw score. For example, if a student has 2 “Proficient” scores and 1 “Advanced” score, their overall score would be “Proficient.”

what do i need to know technically speaking to create this type of scoring guide3
What do I need to know (technically speaking) to create this type of scoring guide?
  • Microsoft Word - Tables!
  • Distribute Columns - the Equalizer
  • Split and Merge Cells
  • Basic Counting
  • How to follow a formula (or cut and paste)
let s create a template
Let’s create a template!

A five criteria scoring guide tends to be common for presentational writing or speaking assessments.

how we set up our online gradebook
How we set up our Online Gradebook

Our Infinite Campus Categories:

25% Linguistic and Cultural Competence

25% Presentational Communication

25% Interpretive Communication

25% Interpersonal Communication

0% - Inactive category/assignments for Formative Work (Homework, Participation, Practice Quizzes)

how we set up our online gradebook1
How we set up our Online Gradebook

25% Linguistic and Cultural Competence

  • Vocab Quizzes
  • Grammar Quizzes
  • Cultural Competency Evaluations
  • Pronunciation Assessments
  • Lifelong Learning Projects
how we set up our online gradebook2
How we set up our Online Gradebook

25% Presentational Communication

  • Writing
    • Essays / Paragraphs responding to a prompt
    • Integrated vocabulary and grammar quizzes (split the grade, part for Linguistic Competence, part for Presentational Communication)
  • Speaking
    • Small group presentations
    • Whole class presentations
    • Video narration
    • Voicemails - speaking for an audience of one
how we set up our online gradebook3
How we set up our Online Gradebook

25% Interpretive Communication

  • Listening / Viewing
  • Reading

Questions - Reflect Common Core State Standards and AP Language and Culture expectations

how we set up our online gradebook4
How we set up our Online Gradebook

25% Interpersonal Communication

  • Speaking
    • Small group (3-5 students)
    • Speaking in pairs / with teacher
    • Lots of formative work!
    • Prompts = Conversation Starters
  • Writing
    • Google Docs, Today’s Meet
    • Simulate an online chat / texting situation
    • Letter writing / responding to correspondence
examples of assessments in the context of units from levels ii iii and iv
Examples of assessments in the context of units from levels II, III, and IV
  • Mi casa es su casa unit – Spanish III
  • Mitos y leyendas unit – Spanish II
  • El cine español unit – Spanish IV
other formats we frequently use to assess vocab comprehension
Other formats we frequently use to assess vocab comprehension
  • Matching
  • Reading (Fill-in-the-blank with a word bank)
  • Reading (Multiple Choice)
  • Reading (circumlocution - matching)
  • Listening (identify the words that you hear)
  • Listening (associate phrase with image and put them in order)
interpersonal writing
Interpersonal Writing
  • Prompt: ¿Dóndevives? ¿Cómoestuhogar?
  • Ideal = Students work in pairs
  • Google Docs - One student creates a Document using Google Docs and shares it with their partner.
  • Google Docs allows students to work collaboratively on the same document and to see the changes their partner makes.
  • Use Bold and Italics to show who is “talking.”
interpretive viewing
Interpretive Viewing

Students will watch 4 shorts videos. These have been downloaded form YouTube.

other formats we frequently use to assess knowledge of grammar concepts
Other formats we frequently use to assess knowledge of grammar concepts
  • Knowledge, Application, Communication
  • Verb conjugations - Choose & Change (give score for vocab and grammar).
  • Separate scores between choice, agreement, syntax/placement
presentational writing
Presentational Writing

Escribe “La leyenda del nopal” en tus propias palabras. Usa el pretérito y el imperfecto para narrar en el pasado.

interpersonal speaking
Interpersonal Speaking
  • Must have lots of formative practice (daily conversations about high interest topics)
  • Small group conversations, “Speed dating” activity, one-on-one conversations with teacher
  • Work to find solutions to classroom management challenges
  • Goal - conversations with native speakers!
what about final exams
What about final exams?
  • Final Exams should reflect the same scoring categories that students have been assessed on all semester.
    • Interpretive,
    • presentational, and
    • interpersonal communication
    • + cultural and linguistic competence
key points
Key Points
  • Let the World-Readiness Standards for Learning Languages guide everything that you do with your students!
  • Choose to include assessments of what students know and are able to do in the language in your gradebook.
  • Make unit planning a priority and choose real-world scenarios with logical assessments.
  • Work together and develop your skills and resources over time.
what will be your take away from this afternoon who will you share this with
What will be your take-away from this afternoon? Who will you share this with?
  • Unit Planning and the World-Readiness Standards for Learning Languages
  • Scoring Guides - standards based, proficiency indicators, 50-100 scale, conversion to gradebook-friendly percentages, meaningful feedback.
  • Specific Units (Mi casa essu casa, Unaleyendamexicana, El cine español)
  • Specific Assessment Types (Vocabulary comprehension/production, Interpersonal Writing, Presentational Speaking, Interpretive Listening/Viewing, Grammar, Interpretive Reading, Presentational Writing, Interpersonal Speaking, Pronunciation, Cultural Knowledge, Final Exam)