Summer Institute (SI) 2012 Part VIProficiency 101 - - - - - - - - - - - - Investigate Different Types of Proficiency-Based Assessment
Part VI Objectives By the end of Part VI, I will be able to: • Explain the different types of assessment. • Describe the components of an Integrated Performance Assessment (IPA). • Use the MAP Game to generate assessments for world language courses.
Activity: Assessment Stoplights – 1 of 2 • Look at the 6 stoplight posters, each with an assessment concept, that are posted on the lockers in the hallway. • Place a sticker on the chart paper next to each poster in the appropriate color to indicate your understanding and comfort level with that concept. RedNot yet familiar Yellow Somewhat familiar but may need support before explaining to others GreenVery familiar and can explain to others
Activity: Assessment Stoplights – 2 of 2 • Read through the Van Houten excerpt on assessment and note 1 (or more) examples of each type of assessment. • Share out examples.
Preliminary Vocabulary Assessment: Demonstration of learning through an activity or task Evaluation: Judgment on mastery of objectives by using a rubric Grading: Compilation of numbers to arrive at a grade
Summative Assessment Options World Language Examples Classroom 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 • Proficiency 101 Materials • Measures of Student Learning (MSLs) • Assessment Examples (AE) • Drafted during WLES writing (ongoing) • NC State TOPS partnership • SPAR activity from RESA Sessions
Standards Drive Instruction 3 Tools for Success Understanding of proficiency levels for students Knowing how to use rubrics efficiently Providing descriptive feedback for/from students to adapt instruction
Integrated Performance Assessment (IPA) • Authentic • Performance-based • Related to the three modes of communication (interpretive, interpersonal, presentational) • Integrated • Show progress through stages of proficiency • “Teaching to the test” but in a positive sense . . .
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)
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)
Preparing Students for Presentational Tasks • Use various ways to assess (speaking, writing, 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
Activity: Learning Scenarios – 3 of 3 6. Pull out the Learning Scenarios that you worked with before. 7. List the types of evidence and/or artifact(s) that would demonstrate the student’s proficiency sublevel for: • the Dossier • An administrator or parent to observe (see/hear)
Part VI ReflectionPlease respond to these statements in your Penzu journal.