CSCTFL 2015

Martha Halemba, halembam@hudson.edu

Proficiency vs. Performance: What's the Difference and Why Do I Need to Know?

Objectives

*Explain the difference between proficiency and performance

*Identify examples of proficiency and performance

*Explain the different levels of proficiency

*Explain why, when, and how to assess both proficiency and performance

Proficiency

• to communicate meaningful information

• in spontaneous interaction

• understandable to native speakers

• does not mean perfection

Performance• performance

in familiar contexts

• practiced and rehearsed

• connected to specific curriculum

Proficiency OR Performance?

My second year students Skyped with a student from the D.R.

They had practiced questions and knew vocabulary that we had learned in class dealing with classes, schedules etc. They felt very comfortable.

When the Skype actually happened, the vocabulary was slightly different, the questions he had were phrased in a variety of ways. They went to one word answers and struggled to form the questions they wanted to ask.

What is our ultimate goal?

Proficiency

How do we get there?

Performance

Proficiency Levels

*Novice

*Intermediate

*Advanced

*Superior

*Distinguished

Proficiency Levels Defined

Proficiency Sublevels

*LOW

a baseline performance for the level; sustained but skeletal for the level; “Just hanging on”

*MID

solid performance for level; quantity/quality for the level; may have some features of the next level

*HIGH

sustained performance close to the next major level

Learning curve

In the heart of practice = performance

What they remember =

proficiency

Where they begin

The Modes of Communication

*Interpretive

*Interpersonal

*Presentational

ACTFL – AAPPL language proficiency assessment

ACTFL –Paul Sandrock

Example of an examGoals for the chapter

Describe travel plansDistinguish between the preterit and imperfect tenses

Use present progressive Understand the metro and other tourist attractions

Are we testing this?interpretiveinterpersonalpresentational

Past experience

Example of testFill-in

verb, adjective = look at subject or noun and put the correct ending…. Comprehension?

Multiple choiceListen for the one word that gives the clue….comprehension?

Vocabulary fill- inReadingWritingListening

Past experience

Speaking Maybe evaluated once a quarter?

Culture If we have time

Extra credit

In English

Test created by book and/or after lessons are completed

Same old, same old?

Let’s finish the bridge and cross over.

*New experience

Vert

ical A

lign

men

t

• Advanced

• Intermediate

• Novice

Know where you are going

Align yourself

Align your department

Align your state

New experience

Start with the assessment goals / SLOs I can...

talk about a trip I tooktell my friends where to go (that is give them directions to my house )

tell my Grandma all about the things I saw in Madrid

ETC. Whatever captures your students’ interest according to their age and likes/dislikes

Design the IPA Interpretive*Reading- Metro web page for finding stations and basic

information (Doc)

*Listening- Couldn’t find authentic, so used the book testing but changed the format so they would have to listen and understand

Presentational*Write a letter to Granny about where you went what you saw

(spontaneous, not practiced)

Interpersonal*Talk to your friend on the phone. Tell him/her where you went

and what you saw so far, what you are doing now, and give him/her directions to the dog groomer.

Teach these in context

Functional Language

The grammar

*Preterit (PowerPoint)

*Familiar commands (Scavenger Hunt in HS)

*Present progressive (PowerPoint)

Vocabulary

*Public transportation words

*Direction vocabulary

*Transition words

*ETC.

Formative assessments

*Vocabulary assessments- Recognition/

Production

*Preterit assessments

*Present progressive assessment

*Etc.

Design activities to help learn

*iPads with places to go in Madrid and metro stops

(interpretive/presentational)

*PowerPoints with info / examples (interpretive)

*Command sheet (interpretive)

*Scavenger Hunt (interpretive)

Other Activities

 

*Give directions to your partner

(interpersonal)

*What time do

you…(presentational/interpersonal)

*Tic tac toe

*Trip list (presentational)

La BúsquedaVas a participar en un juego de búsqueda para conocer mejor la escuela. 

• Vas a visitar algunos sitios de la escuela. Empieza en W204.

• En cada sitio, busca el QR-Code para recibir las direcciones al próximo lugar. 

• Tienes que volver a la sala de clase en exactamente 30 minutos después de empezar la búsqueda.  

• Si llegas tarde, no vas a ganar los puntos.• Escribe los sitios en el papelito. • Cuando vuelvas a clase, tienes que mostrarme la

historia de sitios en tu móvil.

**Nota: En cada sitio tienes que empezar las próximas direcciones con tu espalda al QR-Code.

Summative Assessment

IPA (interpretive, presentational, interpersonal)

Question: Is it performance or proficiency?

Performance

When to we use performance assessments?

*Repeatedly throughout the year

*Each chapter / unit / topic

One more bridge!

Proficiency

IPA (interpretive, presentational, interpersonal)

What makes it different from performance?

*Not chapter/topic specific

*August and April

Online Resources

http://actflproficiencyguidelines2012.org/

http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf

http://oflaslo.weebly.com

http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Foreign-Language/World-Languages-Model-Curriculum/World-Languages-Model-Curriculum-Framework