Post on 14-Jul-2015
HKIS workshop Foreign Language Proficiency:
Performance Assessment & Instructional Practice
proficiency based curriculum planning&
assessmentsOct 1-2 2011
For ISM ML deptA. Vargas/N. Mes
What is Proficiency? = “what can they do with the language?”
• Can you? • So what? • Now what?
S can speak the language fluently, S can read and write
– not enough!
Proficiency-based Curriculum Planning
= CONTEXT! NOT Immersion
– Negotiation of meaning
– Even for beginners – provide the zone of proximity, it doesn’t matter if students don’t understand, keep feeding the information
Thematic focus for teaching should be(by Helena Curtain)• Communicatively purposeful• Cognitively engaging• Intrinsically interesting – tap
students own interests• Culturally connected – even candy
wrappers can be the source of cultural thoughts
Planning Learning Objectives
3 modes of communication
Interpersonal Interpretive Presentational
All Three = Performance Task
Learning Objectives= What can students do with what they learned?= language FUNCTIONS
Powerful verbs for language functions
demonstrate tell ask & answer identify
Talk about retell express compare
respond suggest criticize relate
interpret create relate summarize
Come to agree decide negotiate infer
Let’s see if these objectives are good.(keep it simple –context will help students)• Tell time • OK• Learn 10 new words • X – no purpose• Talk about likes and dislikes • X – no goal• Understand the meaning of the text • X – how do they demonstrate this?• Plan a menu • X - too narrow• Know the differences between A and B • X – change to “Compare”
Functions for Unit for Clothing
• Level 1• Ask the price/express their preference• Level 2• Compare/describe/state likes&dislikes/tell• Level 3• Suggest what to wear/give reasons for likes• Level 4• Suggest reasons for what to wear for
occasions/discuss/sell an idea/persuade/criticize/compare/debate
Assessing Performance Toward Proficiency
Conceptual control
Partial control
Full control
Assessing performance toward proficiency
Proficiency does not mean perfectionInstruction and assessment at each level should target:
What forms my global identity?
• Interpretive
– Watch video of last year’s exchange students
• Presentational
– Design a poster that identifies what creates your global identity (family, reading, media, interests, travel, language learning, etc.).
– Explain the poster you designed to the class.
• Interpersonal
– Try to come to consensus what key elements are
Respecting the environment
• Interpretive–Read a website about actions
students abroad take to respect the environment
• Interpersonal–Spontaneous conversations
comparing what local students do to what they found out from the website
• Presentational–Create an infomercial
Move from: Answer
questions after reading
To: Decide if it’s logical to infer that…and provide evidence from the reading to support
why and why not.
Move from: Share class schedules
To:
Find out who has the busiest day.
Assessments should have a goal and purpose = GRASP!
Assessing Presentational mode
•Did everyone hear it? Was it clear? Eye contact? Not reading?•Was the content (what does this mean)? –supported by evidence of various aspects, main topic is clear•Was information accurate, relevant and organized?•Was the language clear and appropriate to the task and the context? Did it interfere with the communication?
standards-based assessments
• Provide how the best performance looks like.
• It’s important to TEACH students this, not just assume they would know
Rubrics
• Rubric should be assignment specific Rubric is for feedback
•Will my students know how good is good enough?•How can my assessment task pull out the desired performance?•Is my feedback focused on what really counts to help students increase their proficiency?
Benchmark 1
Functions/
purposes
Benchmark 2
Functions/
purposes
Benchmark 3
Functions/
purposes
Differentiated Rubric• ‘Differentiated instruction and products will require
differentiated rubric’. – As a precondition, it needs Benchmarks for each proficiency level.
• Benchmarks are not just word list, but functions and purposes.
• You can’t necessary communicate even when you memorize all the vocabulary.
Resources from the workshop for your further Professional Developments
Teaching Foreign Language K-12: A Library of Classroom Practices:http://www.learner.org/resources/series185.htmlThis video library and professional development guide bring to life the Standards for Foreign Language Learning in the 21st Century. Illustrates effective instruction and assessment strategies in K-12classrooms around the country. 27 teachers and their students; eight languages; full range of competency levels. (#30 was recommended by Mr. Sandrock)
World Language Assessment: Get in the Mode! http://www.ecb.org/worldlanguageassessment/Seven video segments (15 minutes each) take teachers into K-12 classrooms to explore issues and examples of assessing world languages. Focuses on three modes of communication, includes web resources, provides a framework of formative and summative assessments for use at any grade level.
Image sources:
• http://www.flickr.com/photos/graphicreality/818287997/sizes/z/in/photostream/
• http://www.flickr.com/photos/familymwr/5115357756/sizes/l/in/photostream/
• http://www.flickr.com/photos/sharynmorrow/9676184/sizes/z/in/photostream/
• http://globalengage.ibo.org/eng/post/international-global-citizens-award
• http://www.flickr.com/photos/22177648@N06/2137734862/
• http://www.transportgooru.com/2010/03/webinar-alert-experience-from-others-how-to-successfully-apply-the-its-knowledge-resources-for-decision-making/