LinguaFolio STARTALK March 2008. Deborah W. Robinson, Ph.D. World Languages Consultant, Ohio Dept. of Ed. NCSSFL President. Critical Issues in Curriculum & Assessment. How do we determine what students should know and be able to do in these STARTALK programs?
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Deborah W. Robinson, Ph.D.
World Languages Consultant, Ohio Dept. of Ed.
5Cs: Communication, Cultures,
Connections, Comparisons, Communities
“Students ask and answer simple questions about topics such as family, school, daily routine, and activities.”
Formative and Summative Assessments
Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may utter only two or three words at a time or an occasional stock answer. They pause frequently as they search for simple vocabulary or attempt to recycle their own and their interlocutor’s words.
I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and helps me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.
An overview of experiences and abilities with different languages. It can be updated frequently and records formal qualifications and diplomas and self-assessments.
A record of personal language learning history that helps to evaluate learning goals and reflect on language learning and cultural experiences.
“Students ask and answer simple
questions about topics such as family,
school, daily routine, and activities.”
I can ask simple questions and give simple responses on familiar topics such as:
• What I like and dislike
• What I am doing
• Where I am going
• When I am going to do something
• Who someone is
• What the weather is like
Choose any or all of the following:
Perspectivesmeanings, attitudes, values, ideas
celebrations, greetings, social interactions
art, literature, foods, laws, music, games
What interactions have you had with
people from another culture using
A collection of pieces of work and certificates chosen by the individual to document and illustrate language skills, experiences, and achievements. It can be used to demonstrate the individual’s language abilities to others.
ELLOPA / SOPA
OPI / MOPI
STAMP / NOELLA
(contextualized listening, speaking, reading, writing)
is the principle goal
Right, left, straight, opposite, across from, behind, roads, streets,
House, police station, store, post office, bus stop,
Where, what, how much, currency
From, to, in, out
Numbers up to ten
How to read a map
Word order varies, word borrowing, yes/no questions, Interrogative markers/words, gender agreement
Understand, follow, and give simple directions with visual support
Interact in culturally appropriate ways in service and purchasing situations
Present information about your ‘hood to othersActivity
1. Review Self-Assessment of Competency Level Rubric.
2. Write goals based on unit content and perceived strengths.
3. Determine tasks for achieving goals.
4. Save goals and all completed work in a folder.
5. End of unit: Choose BEST work for each goal.
6. Write self-reflection based on BEST work and goals.
Learners also need to be able to self-assess
their intercultural growth:
For STARTALK: Novice-level Can Do's form the basis of the framework.
Programs choose Can Do’s from a menu of options.
The full set of Novice and Intermediate Can Do's can be used with heritage speakers and others with some language background to conduct before and after self-assessment.
A standards-based, self-directed
formative assessment tool that
records ongoing learner progress
and, along with external summative
assessment results, provides a
comprehensive view of student
European Language Portfolio
ACTFL Performance Guidelines for K-12 Learners
ACTFL Proficiency Guidelines
Lessonslearned in Virginia