part vi proficiency 101 - - - - - - - - - - - - investigate different types of proficiency- based...
TRANSCRIPT
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Part VIProficiency 101 - - - - - - - - - - - -
Investigate Different Types of Proficiency-Based Assessment
Summer Institute (SI) 2012
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Part VI Objectives
By the end of Part VI, I will be able to:• Explain the different types of
assessment.• Describe the components of an
Integrated Performance Assessment (IPA).
• Use the MAP Game to generate assessments for world language courses.
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Activity: Assessment Stoplights – 1 of 2
1. Look at the 6 stoplight posters, each with an assessment concept, that are posted on the lockers in the hallway.
2. Place a sticker on the chart paper next to each poster in the appropriate color to indicate your understanding and comfort level with that concept.
RedNot yet familiar
Yellow Somewhat familiar but may need support before explaining to others
GreenVery familiar and can explain to others
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Activity: Assessment Stoplights – 2 of 2
1. Read through the Van Houten excerpt on assessment and note 1 (or more) examples of each type of assessment.
2. Share out examples.
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Preliminary Vocabulary
Assessment: Demonstration of learning through an activity or task
Evaluation: Judgment on mastery of objectives by using a rubric
Grading: Compilation of numbers to arrive at a grade
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Variety of Assessments
• Selected Response: • Multiple-choice• True-false• Matching• Constructed Response• Fill – in the blank• Short Answer • Label a diagram• Paragraph
• Performance Based Assessment• Essay• Oral Presentation• Interview• Conference
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Formative Assessment Process
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Do you NC FALCON or LF?
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Summative Assessment Options
World Language ExamplesClassroom assessments
– Quizzes, unit tests, final exams
– Performance tasks or projects
• Commercial assessments like AAPPL, SLPI, SOPA, STAMP
• Exams from other countries: DELE, DELF, DSD, HSK
• Non-profits: AP, IB, SAT II
• National Language Exams from professional organizations
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Summative Assessment Options
• Integrated Performance Assessments (IPA) using proficiency-based rubrics
• Proficiency 101 Materials
• Measures of Student Learning (MSLs)
• Assessment Examples (AE)– Drafted during WLES writing (ongoing)– NC State TOPS partnership– SPAR activity from RESA Sessions
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Standards Drive Instruction
3 Tools for Success
Understanding of proficiency levels for students
Knowing how to use rubrics efficiently
Providing descriptive feedback for/from students to adapt
instruction
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Roadmap for Performance Assessment Tasks
Essential Questions
Cognitively Engaging
Intrinsically InterestingLinguistically & Culturally PurposefulBased on a Real World Context
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Integrated Performance Assessment (IPA)
• Authentic• Performance-based• Related to the three modes of
communication (interpretive, interpersonal, presentational)
• Integrated • Show progress through stages of
proficiency• “Teaching to the test”
but in a positive sense . . .
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IPA: A Cyclical ApproachInterperso
nalEngage in informal
communication on a topic.
Presentational
Students share ideas
and opinions about a
topic from the text.
Interpretive
Listen to, view or read
authentic text and
provide a response to
assess comprehens
ion.
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Preparing Students for Novice Level Interpretive Tasks
• Various ways to assess (reading, listening, viewing)
• Teach strategies for understanding– Use context clues– Repeat, Repeat, Repeat– Listen for key words– Make predictions about the text
• Types of authentic texts– Short texts (Lists, simple sentences, etc.)– Commercials– Texts that include visual clues
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Preparing Students forIntermediate Level Interpretive Tasks
• Teach strategies for understanding– Main ideas – Supporting details
• Types of authentic texts– Narratives, simple stories, routine
correspondence– Information-packed texts in predictable
order of information– Simple sentences to paragraph-like text– High interest topics about the target
culture(s)
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Preparing Students forAdvanced Level Interpretive Tasks
Teach strategies for understanding– Main ideas and supporting details– Word and concept inferences– Identification of author/cultural perspectives– Identification of organizing principles of text
Authentic texts– Longer and more complex discourse– Stories, narratives, social correspondence
(involving past, present, and future)
– Topics of professional and personal interest– Fiction and non-fiction with wide variety of
topics from target culture(s)
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Preparing Students for Interpersonal Tasks
• Use various assessments (videotaping, journaling, texting)
• Prepare students to engage in natural conversation and wean off scripts– Provide warm-up activities that include
dialogue– Give pre-thinking exercises– Model constantly (teacher interaction, video clips)
– Differentiate groups (based on proficiency level)
– Integrate opportunity for students to speak freely with peers in target language (without pressure of evaluation)
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Preparing Students for Presentational Tasks
• Use various ways to assess (speaking, writing, debating, reporting)
• Encourage the use of the writing process (draft, revise, publish) to self-assess
• Encourage peer evaluation with structure and/or monitoring from teacher
• Provide feedback to students based on message NOT accuracy
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Activity: Learning Scenarios – 3 of 3
6. Pull out the Learning Scenarios that you worked with before.
7. List the types of evidence and/or artifact(s) that would demonstrate the student’s proficiency sublevel for:
– the Dossier– An administrator or parent to
observe (see/hear)
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Part VI ReflectionPlease respond to these statements in your Penzu journal.
Yes, easily and well
Still one of my goals
1. I can explain the different types of assessment.
2. I can describe the components of an Integrated Performance Assessment (IPA).
3. I can use the MAP Game to generate assessments for world language courses.