Performance Assessment Tasks: Using Backward Design to
Create a STARTALK Curriculum
Yongfang Zhang
Na Li
Hua Zhang
Michael Hegedus
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What are performance assessment tasks?
Why should we include performance assessment tasks?
How should we design performance assessment tasks?
Researchsupport
Concrete examples
Hands-on activities
Outline
TELL Domain & Criteria
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PERFORMANCE & FEEDBACK
PF1: The teacher measures student language growth through performance assessments.
PLANNING
PL4: The teacher plans lessons that allow students to acquire the knowledge and skills needed to meet the performance objectives.
LEARNING EXPERIENCE
LE6: The teacher provides opportunities for students to become more effective communicators.
OUTCOMES
I can understand the role of performance
assessment tasks in language learning and
transfer.
I can apply the discussed strategies to select and contextualize performance assessment tasks.
I can design cognitively engaging learning activities that enable learners to achieve the performance objectives.
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Let’s Get to Know Each Other!
Find one person that you don’t know and
have never interacted with
before, and greet him/her for the first
time.
Maybe this evening, you go out for dinner.
When the server leads you to your table, you see a STARTALK friend
eating in the same restaurant. Greet
him/her.
This Sunday, while you are exploring the national park
nearby, you run into a STARTALK friend.
Greet him/her.
Find one acquaintance that you haven’t talked to yet at the 2019
STARTALK Fall Conference, and greet him/her.
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Performance
“Performance is what human beings are about every day of their lives.” (Turner, 1982)
“Performance entails work that requires students to apply knowledge and skills in authentic contexts.” (Wiggins, 1993)
“Performances are situated events defined by five specified elements inferred from Carlson (1996): place, time, script, participants, and audience.” (Walker, 2000)
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Place Time
Participants Audiences
Script
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•Communication is at the heart of second language study•All the linguistic and social knowledge required for effective human-to-human interaction is encompassed in these ten words: knowing how, when, and why to say what to whom
Preparing for the 21st
Century
• The ultimate goal of today’s foreign language learning is to communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes
World-Readiness • Proficiency is the ability to use language in real world situations in a spontaneous interaction and non-rehearsed context and in a manner acceptable and appropriate to native speakers of the language.
Proficiency guidelines
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How Do You Design Performance Assessment Tasks?
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Write down three from your memory.
Compare yours with another person.
Reflect why you wrote these three.
The cabinet-level positions in the U.S. Government
• Secretary of Agriculture
• Secretary of Commerce
• Secretary of Defense
• Secretary of Education
• Secretary of Energy
• Secretary of Health and Human Services
• Secretary of Homeland Security
• Secretary of Housing and Urban Development
• Secretary of the Interior
• Secretary of Labor
• Secretary of State
• Secretary of Transportation
• Secretary of the Treasury
• Secretary of Veterans Affairs
• Attorney General
• Vice President
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Transcribe the pronunciation of the Japanese words from memory.
• Hotel ホテル
• Inn りょかん
• Youth hostel ユースホステル
• Embassy たいしかん
• Toilet トイレ
• Bank ぎんこう
• Department store デパート
• School がっこう
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Learning is an active process
Learners are agents with
ownership who actively
construct knowledge in
their own minds in the
learning process
Learning is the result of the
learners’ mental
construction
Constructivism stimulates and
engages students by grounding learning
activities in an authentic, real-world context
Facilitate the learning process
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Start with learners
• Learners’ perception
• What will learners pay attention to
• What will motivate learners
• How to facilitate learners to internalize their learning
Provide learner-centered activities
• Activate learners’ prior knowledge
• Connect learning to learners’ everyday experience and knowledge of the world
• Design learning tasks to engage learners to apply language in real-world situations in a spontaneous and non-rehearsed context
Language Learning Process
Memory Model
Attention (1)Top-down(2)Bottom-up
Encoding
Retrieval
(1)Mediation(2)Mnemonics
Touch storeHearing storeVision store
Attention
Activate • linguistic prior knowledge• extra-linguistic prior
knowledge
Various and/or combined modalities• Hearing: sound• Vision: scripts, pictures (culturally
rich authentic pictures)• Body movement
Top
Down
Strategies
Bottom-
Up Strategies
Activate Prior Linguistic Knowledge
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Compound words
• Iced tea → bīngchá; hot tea → rèchá
• Ice water →bīngshuǐ; hot water → rèshuǐ
Word order: subject + verb + object
• I like salad → wǒ xǐhuān shālā
Transliterated words (transliteration)
• Daily items (salad → shālā), book titles (Harry Porter → Hālìbōtè), country names (Poland →Bōlán), People’s names (Taylor Swift → Tàilè Sīwēifūtè)
Comprehensible Input
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We acquire language only when we understand messages
Comprehensible input is what learners process for meaning
Comprehensible input is slightly above the learners’ current level (i+1)
Cognitively Engaging Input toReinforce Sensory and Attention
Start with learners’ prior linguistic knowledge reduce the complexity of to-be-learnedreduce learning anxiety
Present in contexts relevant to leanrers’ life experience activate world knowledge reduce the complexity of to-be-learned reduce learning anxiety
Relate to learners increase the level of arousal increase motivationstrengthen attention
Present in different modalitiesstrong, intense stimulusincrease the rate of nerve firingstrengthen attention
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Enhance Encoding and Retrieval
A variety of activities (repeated yet spiraled, iterative process using 3 communicative modes)internalize learning & reach automaticity
Unrehearsed grant ownership of learning
Meaningful, purposeful, motivational engage learners & reduce anxiety
Contextualized The mind is organized around experiences (we remember our experiences and index our remembered experiences so that we can find them later) include as many as possible situations to simulate what will happen in real life later on
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Performance assessment tasks
Backward design
Contextualize in “Life as an exchange student”
Learner-centers
Food
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我喜欢沙拉。我喜欢汉堡包。
我喜欢包子。我喜欢牛肉面。
comparison
Talk about self others then reflection (familiarity, relevance, capacity)i-part transliterated
vocabularystructure “I like” structure and vocabulary
1-part structure “I like” vocabulary for authentic Chinese foods
sentence strings
Dining in School Cafeteria
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While waiting in line, students chat about the menu today and what they want to order
Order food from the dining staff
Chat about what they ordered and comment on the food
Dining Out
Eating Across Culture
Make brochure for future
exchange students to China or
U.S.
A variety of activities (repeated yet
spiraled)
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Lunch Presentation Flip grid
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What are performance assessment tasks?
Why should we include performance assessment tasks?
How should we design performance assessment tasks?
Researchsupport
Concrete examples
Hands-on activities
Outline
Reflection: how to facilitate learning
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Perception Attention
Motivation Internalization
https://images.app.goo.gl/QTuBCkferCtdzgGZA
Our Community, Our Heroes!
Targeted Performance Level
Novice High
Performance Assessment Tasks
Exchange students in China
Share information about themselves, families, hobbies,
and school life.
Explain why they choose who they voted for Class President, according to
personality and traits of the leaders.
Talk about the historical heroes in the US & China.
Share who and why people are community leaders.
My Chinese Buddy & Me
My Family & Chinese Host
Family
Hobbies in China & USA
My Activity Schedule
SchoolsIn China & USA
Vote for me!Heroes
in China & USAOur Community,
Our heroes!
Real-world tasks
Learner’s ages, interests,
abilities, and needs
Collaboration & Interaction
Communication in the target
language
SchoolsIn China & USA
Comprehensible Input
我们现在一起去北京四中吧!
你的课程表Kèchéng biǎo
寄宿家庭 Jìsù jiātíng
你今天有几节课?你喜欢什么课?为什么?你喜欢北京四中吗?为什么?
你在中国怎么样?北京四中几点上学Shàngxué?北京四中几点放学Fàngxué?北京四中的什么课很难Nán?什么课很容易Róngyì?你喜欢北京四中的午饭Wǔfàn吗?
Facetime with your Chinese teacher in U.S.A.
美国学校的课程表
Kèchéng biǎo 时间 节次 科目
中国学校 美国学校时间 节次 科目 教室时间 节次 科目 教室
8:00-8:40 1 数学Shùxué 十年级三班
8:50-9:30 2 化学Huàxué 十年级三班
9:35-9:50 课间操/广播体操
操场
10:00-10:40 3 电脑Diànnǎo 电脑教室
10:50-11:30 4 英文 十年级三班
11:40-12:40 午饭/休息 餐厅
12:45-13:25 5 音乐Yīnyuè 音乐教室
13:35-14:15 6 物理Wùlǐ 十年级三班
14:20-14:30 课间操/眼保健操
十年级三班
14:40-15:20 7 历史Lìshǐ 十年级三班
15:30-16:10 8 体育Tǐyù 体育馆
VS
去美国上高中在哪个州,哪个城市?有什么课?几点上学,几点放学?你喜欢什么课?为什么?你不喜欢什么课?为什么?
LEVEL THREE
Personal and Host Family
Information
Lodging School Life and Classes
Holidays
Beijing Cultural
Excursions
Food, Drink, and
Dining Out
Buying Gifts Social Media
Cultural Excursion in Beijing
Topic 5
Input: Contextualized Performance
Beijing No. 4 School Cultural Excursion - Introduction
Check for understanding
show their understanding of the schedule
Classroom activity:
STUDENTS report cultural excursion to Host FAMILIES
Beijing Cultural Excursion Survey
Step1:Complete Beijing Cultural Excursion Survey with
peers. Questions include most favorite
places/activities and least favorite places/activities.
Step 2 :
Combine your thoughts and suggestions, design
your own ideal Beijing cultural excursion, then give
a presentation.
PERFORMANCE-BASED TASK
STARTALK @ Wofford
Level 1 Chinese
Introduction
● STARTALK @ Wofford’s Level 1 Chinese class was designed for absolute
beginners or those who had very limited background in Chinese language.
● The proficiency goal for this level was for students to be able to share basic
information about themselves with others (Novice-Mid to Novice-High)
○ Examples: name, hometown, age, phone number, family members,
hobbies, food preferences and school information.
● Instruction focused on listening and speaking in all modes of
communication: interpretive, interpersonal, and presentational.
● Lessons centered around performance tasks that were attainable and
authentic, i.e. they had real-life application.
LEVEL 1 UNITS
Introductions
•Name and Origin
Family
•Family Members, Basic Numbers, Professions
Dates
•Age, Birthday, Zodiac
Hobbies
•Describing where and with whom you practice hobbies
Food
•American and Chinese Cuisine
Sports
•Describing abilities and favorite sports
School
•Grade level, class names
Schedules
•Times, Weekend Activities, Holidays
Hobbies Unit我的爱好
Hobbies Unit: Day 4 of a 2 week camp
● Performance Task: ○ To sign up for student activity clubs at a school fair
● Required language:
○ Hobby Preferences (I like….)
○ Personal Information (Name, birthdate, phone, availability for club meetings)
Activities Introduced to attain goal
● Activity 1: Meaningful story provided for input, using celebrities such as
Taylor Swift, Wang Yuan, Justin Bieber and Yao Ming.
● Activity 2: Four Corners Activity -- students run to various corners of the
classroom when prompted by teacher (interpretive)○ https://teach.nflc.umd.edu/startalk/classroom-activity/four-corners-checking-
understanding-71
● Activity 3: Charades Activity -- each student has a hobby taped to their
back. One student imitates the hobby another’s back, and the student has
to say what it is. (interpretive) ○ https://teach.nflc.umd.edu/startalk/classroom-activity/charades-modified-93
Activities Introduced to attain goal (con’t)
● Activity 4: Students ask whether they like the hobby that was taped on
their back while checking off a form (interpersonal)○ https://teach.nflc.umd.edu/startalk/classroom-activity/find-someone-who-15
● Activity 5: Performance Task: Students signed up for clubs at stations
near activity photos in classroom, providing biographical information
(interpersonal)
● Post activity: Students completed self introductions after lunch that
were recorded (presentational)
Limited hobbies introduced with broad appeal
喜欢
画画儿
打球唱歌
玩游戏
Language and images were displayed purposefully
in classroom in order to:
• Create a vibrant learning environment• Serve as visual reference for students
and teachers.• Facilitate a variety of classroom
activities.
画画儿
打球唱歌
玩游戏
喜欢
你喜欢...吗? Nǐ xǐhuān...ma?
名字Hobby Name Form:
• Students wrote down names of
individuals who had certain
hobbies.
• A visual representation of which
hobbies are most popular
• An opportunity for students to
compare results.
Comprehensible Input Tip:
Create mnemonic hand motions for
vocabulary words and use the same images
on slide shows, forms & wall decorations
A Club Sign-Up Form:
Previous biographical information (name, birthdate, phone) was reviewed alongside new language when students signed up for various hobbies at stations around the room.
Lesson Reflections
● Students were very engaged with hobbies because the topic was
directly related to their lives.
● Students were eager to learn other hobbies, including activities related
to the STARTALK camp, e.g. playing hulusi and erhu, tai chi swords, etc.
● New activities could be created that are directly related to student
hobby interests, furthering student engagement with materials.
○ Examples: students interested in singing could learn simple Chinese
songs about hobbies. Those interested in games could play board or video
games related to hobbies, etc.
Foods Unit你吃什么菜?
Food Unit: Day 5 of a 2 week camp
● Performance Task: To be able to order food and discuss food preferences in a cafeteria setting.
● Required language:
○ Verbs for Eating and Drinking (I’m having…to eat/ I’m having …to drink)
○ Food and beverage vocabulary (majority are borrowed words)
○ Preferences (I like / don’t like)
Activities Introduced to attain goal● Activity 1: Meaningful story provided for input, using celebrities and popular
food words with borrowed pronunciation
● Activity 2: Students use picture cards to demonstrate vocabulary
understanding of foods spoken by teacher. If time allows, teacher can also
introduce Chinese names for restaurant chains (interpretive)○ https://teach.nflc.umd.edu/startalk/classroom-activity/hold-ups-92
● Activity 3: Rotating Partners Activity -- students practice speaking new food
words and asking others yes/no questions about their food preferences with a
number of partners (interpersonal)○ https://teach.nflc.umd.edu/startalk/classroom-activity/rotating-partners-line-72
Activities Introduced to attain goal (con’t)● Activity 4: Performance Task: Role Play Activity -- students line up outside
classroom. They begin by discussing which foods they plant to order with one
another. When they enter the classroom, they visit cafeteria “stations” in which
they can ask for particular foods, represented by picture cards. Once seated, they
“eat” and comment on the food with one another (interpersonal)
○ https://teach.nflc.umd.edu/startalk/classroom-activity/chat-stations-14
● Post activity: Students performed a song for the public as part of a final program
showcase (presentational)
Food cards:These were created as tangible learning tools to be used for a variety of purposes
Capstone Activity: Students Perform the “Cafeteria Song”
中国菜也好美国菜也好大家都喜欢炒饭和汉堡中国菜也好美国菜也好中美人都吃得很饱
Chinese food is good,
American food is good,
Everyone likes
Fried Rice and burgers.
Chinese food is good,
American food is good,
Chinese and Americans
Eat to their heart’s content.
Lesson Reflections
● Students were extremely engaged in the food topics, particularly
in terms of food brands.
● Students picked up vocabulary quickly because most of it was
borrowed or related to previous knowledge (拉面 vs. lo mein).
● A lot of time was spent on prep for the role play activity as well
as clean up, so this is something better suited for a longer class
period.
Lesson Reflections (con’t)
● Other activities could be created to extend the food context:
○ Students could be used to facilitate in clean up. For example, the
teacher could create donation bins for unused food to be donated
to the needy. Students “volunteers” would place food cards in the
appropriate bin when the name of food is called.
○ Games could be created using chopsticks and food pictures,
allowing students to gain practical eating skills in addition to
language skills.
Now it’s your turn!CREATE YOUR OWNPEFORMANCE TASK
Create your own performance task
● Think of a real world language task that you want your students to perform.
○ Examples: Shopping/bargaining, Asking for Directions, Ordering Food in a
Restaurant, Using public transportation, Planning an activity, etc.
● Be specific as possible about the task. What language skills will students need
to accomplish this task? (Words, sentence patterns, etc.)
● Using backward design, create engaging activities that teach student these
skills and maximize a small set of materials that are quick and easy to create.
● Organize activities in order of difficulty, from the interpretive mode first to the
interpersonal and/or presentational modes at the end.
Designing a functional learning plan: learner-centered activitiesTopics Functions Performance
assessment tasks
Language form (vocabulary, expressions, structure, culture)
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