PANEL DISCUSSIONAssessment

LINKING PERFORMANCE ASSESSMENT AND STUDENT LEARNING OUTCOMES

Zakia ElhadiSTARTALK Conference

November 2017zakiaelhadi@gmail.com

AGENDA

MOSAAIC Program Learning Connections Assessing Performance Evidence of Learning Closing Question

MOSAAIC PROGRAM

MOSAAIC: Multilingual Opportunities

for Students in Arabic Arts, Innovation,

& Culture

Goal: Exploring Arabic language & culture through the arts

Learning Level: Novice Range Theme: Connected Communities

LEARNING CONNECTIONS

زرافة قط Arabic calligraphy: language, art, & culture

ASSESSING PERFORMANCE

Meaningful Communicative Authentic Performance Integrative Assessment Tasks

EVIDENCE OF LEARNING

SLO 1: I can understand some class instructions. Interpretive Listening: “Salmaan Says …”Learners listen to and implement instructions.

EXAMPLES SLO 2: I can understand simple captions under photos.Interpretive Reading: Learners read captions under art works which they connected to appropriate titles.

SLO 3: I can say which art form I like best.Interpersonal: Learners asked & answered questions about favorite art forms.

Examples In thePresentational Mode

SLO 4: I Can describe a costume for a dance I learned.

... ."و ... و ... ألبس "“I wear a ___, a ___, and a ___ ”

SLO 5: I can write my name in

calligraphy.

MORE EXAMPLES

Demonstrating learning in the interpretive, interpersonal, and presentational modes of communication

CLOSING QUESTIONHow do we create meaningful performance assessment tasks

that measure students’ cultural learning?

PANEL DISCUSSIONAssessment

2017 STARTALK Fall ConferenceUSING LINGUAFOLIO TO MODEL

PERFORMANCE-BASED ASSESSMENT IN THE TEACHER PROGRAM

Fargo Public Schools Chinese STARTALK Programs

2017 STARTALK Fall ConferenceUSING LINGUAFOLIO TO MODEL

PERFORMANCE-BASED ASSESSMENT IN THE TEACHER PROGRAM

Fargo Public Schools Chinese STARTALK Programs

MaryThrond,DaisyLaone,andGayRawson

fargostartalk@gmail.com /rawson@cord.edu

PROBLEM OF PRACTICEPROBLEM OF PRACTICE• FocusStrand:Assessment• Problem:WenoticedthatteachersinourstudentprogramneededadeeperunderstandingofLinguaFolioOnline(howtouseitfromatechnicalstandpoint,whyitworked,whatkindsofevidencetoupload,etc.).

• ContinuousImprovementGoal:Wealsofoundthatouradultlearnerswouldbenefitfrommoreregularreflectionontheirattainmentofourteacherprogramcan‐dostatements(teacherswouldtellustheyalreadyknewthestandardsanddidn’tseeaneedtoreviewthem,forexample).

• WewereinspiredtodomorewithreflectionfromapreviousSTARTALKconferencepresentationandwethoughtaboutcombiningthesetwoissuesintoanexpandeduseofLinguaFolioOnlineinourteacherprogram.

OUR SOLUTION: LinguaFolio OnlineOUR SOLUTION: LinguaFolio OnlineTool:SpecialLinguaFolioOnlineFORTEACHERS!

SAMPLE RESULTSSAMPLE RESULTS

SAMPLE EVIDENCESAMPLE EVIDENCE

• FeedbacksheetfromMicroteachingobserver

E-PORTFOLIOE-PORTFOLIO

• Links

• VideosfromMicroteaching

• Classnotes(uploadsortypingintoLinguaFolioOnline)

• Photos

• Audiofiles

SUMMATIVE REFLECTIONSUMMATIVE REFLECTION

FORMATIVE ASSESSMENT:DAILY REFLECTIVE PRACTICE

FORMATIVE ASSESSMENT:DAILY REFLECTIVE PRACTICE

Placeforteacherstorespondandcomment,continuingtheconversation.

RESEARCH / BEST PRACTICESRESEARCH / BEST PRACTICES• ElisabethShovers andRosanneZeppieri ‐ TeacherasaReflectivePractitioner:

https://startalk.umd.edu/public/videos/shovers_practitioners?st=1

• Aleidine J.MoellerandJulieSykes‐ GoalSetting,Reflection,andProgramOutcomes:MaketheBestUseofLinguaFolioOnlineinyourSTARTALKProgram:https://startalk.umd.edu/public/videos/moellersykes?st=1

• http://ncssfl.org/wp‐content/uploads/2016/04/Research‐Support‐for‐LFand‐the‐ELP‐2.pdf

– EffectofLinguaFolio®onStudentAchievementandSelf‐Regulation:Moeller,TheilerandWu(2012)foundasignificantrelationshipbetweenastudent’sabilitytosetgoalsandlanguageachievementinthelanguageclassroom.LinguaFolio®asevidencedinthisstudy,provedtoaneffectivetoolforpromotingself‐regulationinlearnersthroughstructuredgoalsetting.

– EffectofLinguaFolio®onStudentMotivation,IncreasedTask‐ValueandSelfAssessment :Ziegler&Moeller(2012)revealedthatLinguaFolio®useislinkedtoincreasedstudentintrinsicmotivation,increasedtask‐value,andmoreaccurateself‐assessmentoflearning.

• "Crane,C.,Sadler,M.,Ha,J.A.,&Ojiambo,P.(2013).Beyondthemethodscourse:Usingexploratorypracticeforgraduatestudentteacherdevelopment.In:H.W.Allen&H.Maxin (Eds.), Educatingthefutureforeignlanguageprofessoriateforthe21stcentury (pp.107‐27).Boston:Heinle.

– Learningtoteachisacomplex,nonlinearprocessthatinvolvesacontinuousexplorationofindividualbeliefsandpracticessetagainstgeneralizedknowledge,includingtheoreticalunderstandings.Reflectivepractice,asmuchasitmaybeasloganterminteachereducation,isnowconsideredanessentialcomponentforteacherprofessionaldevelopment"(p.108).IntheFindingssectionofthischapter,theauthorsdescribeExploratoryPracticepuzzlesinvestigatedbytwocollegelevelforeignlanguageinstructorsindetail.Onesignificantfindingofthestudywastheimportanceofcommunityinreflectivepractice."Collaborationandcollegialityareessentialingredientsfordeeperawarenessofclassroomlife"(p.120). (https://startalk.umd.edu/public/resources/unl‐exploratory‐practice‐module‐articles )

LESSONS LEARNED / FUTURE CHALLENGESLESSONS LEARNED / FUTURE CHALLENGES

• Lessonslearned:– Importanceofwritinggoodreflectionprompts– Leavingenoughtime forreflection– Regularindividualizedteacherfeedbackisimportant

• Futurechallenges:– Coordinating technology(smallervideofiles,useDropbox)– Continuedaccess/useaftertheprogram

PANEL DISCUSSIONAssessment

AAPPL PILOT TEST ANDIMPLICATIONS FOR HERITAGE LANGUAGE

TEACHING/LEARNING

AAPPL PILOT TEST ANDIMPLICATIONS FOR HERITAGE LANGUAGE

TEACHING/LEARNING

SUNYBinghamtonUniversity

SoundsofChinaSTARTALKProgram

Background InfoBackground Info

• SoundsofChinaSTARTALKProgram

‐2014‐2017

‐Threeweeks

‐BeijingOperaTheme

• HeritageLearners

‐ Hadparticipatedinmorethantwosummers

‐ HadstudiedincommunityweekendChineseschool

‐ Chinesespokenbyparentsathome

‐ Age11‐15,3Fsand4Ms

AAPPL Results (Pre-test and Post-test)AAPPL Results (Pre-test and Post-test)

Age ILS PW IL IR

F1(K) 8th N1 BelowN1 N2

N2 N1 N3 N1

F2(Y) 9th N1 BelowN1 N3 BelowN1

N1 BelowN1 N3 N1

F3(C) 6th N4 BelowN4 I4 I4

I1 BelowN4 I4 I4

M1(J) 10th N4 N4 I4 I5

M2(Z) 7th I2 BelowN4 I5 I1

M3(L) 11th N4 I1 I4 I5

M4(C) 9th N3 N4 I4 BelowN1

Implications from the Results Implications from the Results

• 1.Lowerproficiencythanpreviouslyestimated.

• 2.SignificantlyLowerProficiencyinSpeakingandWritingthanListeningandReading.

• 3.DifferencebetweenlearnerswhosefamilyspeaksmandarinvsotherdialectsofChinese.

• 4.MoreyearsofstudyingChinese(atthelocalheritageschool)havenotresultedinhigherproficiency.

• 5.The3‐weekprogramdidnotvisiblyincreasestudents’proficiency.

Learned from the Interviews with Students Learned from the Interviews with Students

• 1.“Unfamiliarity”withtopicsbeyondtheirlifeathome.

• 2.Lackofskillstypingcharacterswithpinyin.

• 3.DeteriorationoftheirChineseoverthepastafewyears(olderstudents),especiallyinspeaking.

• 4.LossofinterestinlearningChinese.

• 5.TheAAPPLresultismeaningfulfortothem.

竟天是我的身入！我的学销很好。还有很多学身和老使。

M2wasatIntermediateHighlevelandnowinN4forspeaking.

Suggestions for TeachingSuggestions for Teaching• 1.Designdeferentproficiencytargetsforthedifferentmodesofcommunication.

• 2.Strengthenandbroadenthe“connections”tootherdisciplines.

• 3.Collaboratewithlocalcommunityschool.

• 4.UseAAPPLtohelpthethreegoalsabove.

Thank you! Thank you!

Forquestionsandsuggestions,pleasecontact

ChenqingSong(csong@Binghamton.edu)

PANEL DISCUSSIONAssessment

Focus Strand: AssessmentPanel Topic: Designing Learner-Centered

Checks for Learning

Language Learning Process

Attention (1)Bottom-up(2)Top-down

Encoding

RetrievalUnattended information is lost

Unrehearsed information is lost

(1)Mediation(2)Mnemonics

Activate Learners’ Prior Knowledge• Understand input with the help of prior

knowledge • Learn and retain more if students can connect

what they are learning to accurate andrelevantprior knowledge

• New knowledge sticks better when it has prior knowledge to stick to.

Activate Prior Linguistic Knowledge•Compound words

•Ice tea bīngchá; hot tea rèchá•Ice waterbīngshuǐ; hot water rèshuǐ

•Word order: subject + verb + object•I like salad wǒ xǐhuān sālā

•Transliterated words (transliteration) •Daily items (salad sālā), book titles (Harry Porter Hālìbōtè), country names (Poland Bōlán), People’s names (Taylor Swift TàilèSīwēifūtè) 37

Activate Extra‐linguistic Prior Knowledge•Knowledge of the world

•Connect learning to students’ everyday experience and knowledge of the world

•Knowledge of the situation•Design learning tasks for learners to apply language in real-world situations in a spontaneous and non-rehearsed context

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Engage Learners in a Repertoire of TasksDavid Kolb (1984) proposed that learners move from what they already know and can do to the incorporation of new knowledge and skills by “making sense of some immediate experience, and then going beyond the immediate experience through a process of reflection and transformation” (quoted from Nunan, 2013: 12).

Make Learning Relevant:Mark Zuckerberg or Jack Ma

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Other Strategies

•Self introduction during lunch table•Rewarding system to encourage extra learning beyond the camp time•Resources for continued learning

•Quizlet •Canvas 

Challenges & Contact Information

•What the teachers think to be relevant to students may not be true. 

•Jackie Chan, Mulan•Contact information: 

•Yongfang Zhang, zhangy@wofford.edu•Na Li, lin@columbusacademy.org

APPLICATION WORKSHOP

“Using LinguaFolio to Model Performance-Based Assessment in a Teacher Program”Gay Rawson & Mary Thrond, Fargo Public Schools

Assessment