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Student Learning Objectives LinguaFolio Integrated Performance Assessments. Martha Pero Hudson City schools Student Learning Objectives. Teacher evaluation 50% on student performance Ohio Department of Education. Student Learning Objectives. Ohio Department of Education.

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student learning objectives linguafolio integrated performance assessments

Student Learning ObjectivesLinguaFolioIntegrated Performance Assessments

Martha Pero

Hudson City schools

student learning objectives
Student Learning Objectives
  • Teacher evaluation
    • 50% on student performance

Ohio Department of Education

student learning objectives1
Student Learning Objectives

Ohio Department of Education


Requires 2 SLOs.

If you are teaching multiple levels, you can do one SLO per level.

If you are only teaching one level, you will have to divide your SLO in some fashion. You could possibly do a communication SLO and a culture SLO as our standards are divided that way.

same old same old change in standards focus
Same old, same old?Change in standards focus

Original More communicative

ACTFLWisconsin Department of Public Instruction

ohio standards
Ohio Standards

Ohio Department of Education

ohio standards1
Ohio Standards

Ohio Department of Education

ohio standards2
Ohio Standards

Ohio Department of Education

ohio standards3
Ohio Standards

Ohio Department of Education

ode site
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
slo for only level 1
SLO for only level 1
  • For your baseline data, use the LinguaFolio Novice Low and Novice Mid assessment. Also for background information and a proficiency check, use a pre-assessment as in this example. You must be advocates in your district to explain why level 1 SLOs have minimal data.


  • You may wait for two weeks or more, give an assessment and use that as your baseline.
  • You will still be looking for Novice Mid 1, 2, or 3 by the end of the year according to ACTFL recommendations.
what you can t use
What you can’t use....

Use grammar based tests

Use multiple choice tests exclusively

Use vocabulary only based tests

These are formative assessments that are not proficiency based and do not align with our standards.

formative or summative
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%


Do teach grammar and vocab

Do practice with both

Do quiz them on both

Do give them a summative test that is interpretive, interpersonal and presentational communication

what you can use
What you can use...

Integrated Performance Assessments


Any type of portfolio

Proficiency based assessments

new experience
New experience
  • Start with the assessment goals
    • I can... (make them really student friendly)
      • 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.
  • The grammar
    • Conocer/saber
    • Vocabualry
    • Hace..que
    • másque...
    • etc.
  • The culture of the schools
  • Talk, talk, talk,
    • Ask and answer questions
    • Skype
formative assessments
Formative assessments

Vocabulary quiz

Saber/conocer quiz

Stem changing verb quiz


summative assessment
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
hudson city schools
Hudson City Schools
  •  We are teaching grammar, vocabulary etc. and using regular quizzes for formative testing/quizzing.
  • After each chapter, we are giving an IPA type test.  It includes listening, reading, writing and speaking.  There is no fill in the blank or pick the right…. At all.  It is showing what kids can do with the language with their interpretive, interpersonal, and presentational skills in the language.
  • We use a performance based proficiency rubric for these tests.
hudson city schools1
Hudson City Schools
  • For the SLO at midterm and final for first year, and at the beginning, midterm and final for levels 2, 3, 4, AP, we will also give an IPA exam that we will use a proficiency based rubric for to assess if they are at the novice mid, high, intermediate low, mid, or high according to level.
  • We are also using the LinguaFolio checklist of “I can” statements as back up and to let us know what level they are going to fall into before we give them an IPA.  We will keep a Dossier of their work for this to prove they are where they self-assess.
language background
Language Background
  • Learning Inventory
  • "How Do I Learn"
  • Documenting Language Background (optional templates)
    • Learning Summary
    • Language Activities

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

self assessment checklists1
Self-assessment checklists


Interpretive Reading Checklist

Interpersonal CommunicationChecklist



Rewritten in an Excel format

self assessment checklists for the slo
Self-assessment checklists for the SLO
  • To differentiate between
    • Novice mid 1,2,3
    • Novice high 1,2,3
    • Intermediate low 1,2,3
    • Intermediate mid 1,2,3
    • Intermediate high 1,2,3
  • Any level 1 would be 70% of the “I can...” statements
  • Any level 2 would be 80% of the “I can...” statements
  • Any level 3 would be 90% of the “I can...” statements
  • Note: The bullet points are only suggestions. You need to complete the main “I can..” statement.

For the Language Dossier, you will choose a collection of work samples and certificates to document your language skills, experiences, and achievements.

language passport
Language Passport

The Language Passport provides a comprehensive picture of what you can do with language. It summarizes information from your Language Biography, including when you reach what proficiency level based on the can-do checklists; your interculturality; and formal qualifications, certificates, or diplomas. Together, the information in your Passport gives an overview of your experiences and competencies with different languages.

  • download papers
    • print
    • save in google drive/student server/flashdrive
  • First year
    • Don’t do checklists until semester
  • Update beginning of year, mid-term, final
  • Upload only samples, not everything for proof
integrated performance assessments
Integrated Performance Assessments

I am not telling you to completely change your methodology

I am not telling you to discard the grammar and vocabulary quizzes

I am asking you to “cross over the bridge” and apply what they have learned and prove it in an IPA

formative summative


I guarantee you that your students will not leave your class saying “I took 4 years of ... and I can’t say a word...”

latin greek russian chinese arabic asl
Latin, Greek, Russian, Chinese, Arabic, ASL

Adjust proficiency level to your recommended level according to ACTFL

See page ll in ACTFL descriptors


New ACTFL Performance Descriptors for Language Learners.

ACTFL proficiency guidelines

Use to develop rubrics

Modify rubrics from ACTFL Integrated Performance Assessment (on ACTFL site)

Learn what the proficiency levels look like and how to assess them.

integrated performance assessments1
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.
integrated performance assessments2
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
integrated performance assessments3
Integrated Performance Assessments
  • Rubrics
    • ACTFL Integrated Performance Assessment
  • Tips
    • Tape the interpersonal
    • Assess interpersonal in groups of 4
      • All have to talk
      • They have to ask each other questions
      • They have to talk about the topic
top ten buts
Top Ten “Buts…”
  • But this is so sudden…
  • Yet another top down mandate…
  • But this takes so much time…
  • But I teach upper levels…
  • But I’m a grammarian…
  • But our textbooks don’t have this…
  • But I haven’t had enough training…
top ten buts continued
Top Ten “Buts…” continued
  • But I need to get my students ready for
    • SAT II tests
    • National Exams
    • College
    • AP/IB exams
    • Life
  • But my students will never be able to do this…
  • But I’m going to retire soon…
thank you
Thank you!

I hope all goes well in your quest.

Contact me at any time, and I will try to help you out!!