What are we really assessing?

1. What are we really assessing? January 26, 2013 Martha Pero Hudson City Schools perom@hudson.edu

2. History • “I took four years of … and I can’t say a word!” • Conversations at conferences • NCATE requirements- Advanced low • Lack of true proficiency • OPI (Oral Proficiency Interview) • WPT (Writing Proficiency Test)

3. Learning curve In the heart of practice What they remember Where they begin

4. Same old, same old?Change in standards focus original more communicative

5. Same old, same old?Change in philosophy of what students need to know to be successful– 21st Century Skills “Among the key required skills of our time include the ability to work collaboratively with people from different countries or geographic regions. Students need greater sensitivity to different cultures and languages, including more exposure to languages. They need to build such skills through real-world experiences and projects. Thoughtful use of new and emerging technologies is one way for this to happen.” ---Curtis Bonk, THE WORLD IS OPEN

6. Ohio Standards Ohio Department of Education

7. Ohio Standards Ohio Department of Education

8. Ohio Standards Ohio Department of Education

9. Ohio Standards Ohio Department of Education

10. Same old, same old? • Have we changed our assessments?

11. example of an exam • Goals for the chapter • Describe getting ready for a special event • Talk about daily routines • Describe people and things • Express possession • Understand cultural perspectives on clothing • Are we testing this? • interpretive? • interpersonal? • presentational?

12. Past experience • Example of test • Fill-in • verb, adjective = look at subject or noun and put the correct ending…. Comprehension? • Multiple choice • Listen for the one word that gives the clue….comprehension? • Vocabulary fill- in • Reading • Writing • Listening

13. Past experience • Oral- • Maybe evaluated once a quarter? • Culture (if we have time) • Test created by book or after lessons are completed • Backward design????

14. Same old, same old? Let’s finish the bridge and cross over.

15. Formative or summative? • Formative- “forming” the students knowledge • Percentage of grade? • Practicing with the grammar and vocabulary • Summative- “Summing up” what they know • Percentage of grade? • IPA 80% 20%

16. New experience • Start with the assessment goals • I can... • Talk about my school telling what I like and dislike • Talk with a kid in the Dominican Republic and compare our schools • Talk about what I really like to do and do after the bell rings • Talk about some of the people I know (and ones I wish I didn’t know) • ETC. Whatever captures your students’ interest according to their age.

17. Teach • The grammar • Conocer/saber • Vocabualry • Hace..que • másque... • etc. • The culture of the schools • Talk, talk, talk, • Ask and answer questions • Skype

18. Formative assessments • Vocabulary quiz • Saber/conocer quiz • Stem changing verb quiz • Etc.

19. Summative assessment • Sit in group and talk about school with classmates and me. Answer and ask questions. • Listen to the conversation and answer, summarize anything that makes them listen to the whole, not specific tiny words • Not multiple choice • Write a letter to your host family that you are going to visit in the summer. Show me what you have learned. Impresiona a la Sra. Assessment sample

20. Summative assessment • Read the article about the grading system and tell me if you like it or would it be better to keep the one we have. Or tell me what is different between their system our ours. • Skype and communicate with a native speaker. • Write a letter to your mom about how your school is different that your “host” family.

21. LinguaFolio • http://ncssfl.org • You will make an account • Language Biography (3 components) • Language Background • Interculturality • Self-Assessment Checklists • Language Dossier • Language Passport

22. Purpose Document language background Reflection on where you are and whereyouwanttogo Take portfolio to college and/or job interview Will be used by the teacher to know at which level to test you on an integrated performance assessment

23. Tips Answer honestly Not going to be able to answer all –no problem! Not a test Not a grade, but can affect your grade when the appropriate test is chosen to give you.

24. LinguaFolio NCSSFL

25. Language Background • Learning Inventory • "How Do I Learn" • Documenting Language Background (optional templates) • Learning Summary • Language Activities

26. Interculturality Interculturality refers to the interaction of people from different cultures, using authentic language appropriately to demonstrate knowledge and understanding of the cultures.

27. Self-assessment checklists InterpretiveListeningChecklist Interpretive Reading Checklist Interpersonal CommunicationChecklist PresentationalWritingChecklist PresentationalSpeakingChecklist

28. Self-assessment checklists(by the end of the year)

29. Tip Checklists go to level superior You are not there! Stop when you cannot answer yes to three in a row.

30. Dossier • If you have any files on your server that would back up any of the “I can” statements, upload them to Google Drive • PowerPoints • essays (take pic with phone cam and email) • recorded conversations • etc.

31. Instructions • Open Google Drive in FireFox • Sign in with student#@hudson.k12.oh.us password is your birthday • Create a folder called LinguaFolio • Go to ncssfl.org/secure in another window • Go to Biography • Start with b Learning inventory in Word (don’t do cover page) • Fill in • Save as PDF (add your name to the file already there) on desktop in temporary storage folder. • Drag file into the LinguaFolio folder on the Google Drive. (have both windows open) • Follow procedures for the rest of the files

32. IPA (Integrated Proficiency Assessment)

36. IPA (Integrated Proficiency Assessment)

38. Integrated Performance Assessments • Theme schools • Read about grading systems/classes/ etc. • Skype with student in another country • Do a Venn diagram of comparisons and write a paragraph about which the student would prefer

39. Integrated Performance Assessments • Theme- shopping and clothes • Have students go to a store’s website • Talk with partners about what they found on sale or what they are going to buy • Write an email to mom about the cool stores in Madrid and what you found to buy online.

40. Sample IPA • South CarolinaFile

41. Vertical articulation • Whether you are the only teacher, or you work in a group, you need to articulate vertically so you know what is expected at each level. • Start with your highest level and have all teachers involved in the decisions. • Create rubrics or use the ones from ACTFL

42. Student Learning Objectives • Teacher evaluation • 50% on student performance Ohio Department of Education

43. Student Learning Objectives Ohio Department of Education

44. ODE site • Google ODE • Educator Evaluation • Student Growth Measures (learn more) • All the documents you need are there • StudentLearningObjectivesGuidebook • SLO ScoringTemplate • Example of annotated World Language SLO

45. Student Learning Objectives

46. Self-assessment checklists1 = 70% 2 = 80% 3 = 90% of “I can” statements

47. Wiki • slo2013.wikispaces.com/

48. Thanks to • ACTFL • Paul Sandrock • Wisconsin Department of Public Education • Ohio Department of Education • My students and colleagues for helping me learn all of this!