september 17, 2010 jefferson county public schools world language assessment committee
TRANSCRIPT
September 17, 2010
Jefferson County Public SchoolsWorld Language Assessment Committee
What will you be able to do?I can identify and implement the steps of
backwards design.I can create student can-do statements for a
unit of study based upon the State standard and targeted proficiency level.
I can create an Interpersonal or a Presentational Performance-Based Assessment.
I can make contacts with teachers throughout the state to form a professional learning community.
What do these mean to you?
How about these?
What do these mean?
Why performance-based?
Learning Targets by LevelBeginning (1)
Speaking NHListening ILReading NHWriting NH
Developing (2)
Speaking ILListening IMReading ILWriting IL
Expanding (3)Speaking IMListening IHReading IMWriting IM
Refining (4)Speaking IMListening IHReading IHWriting IM
Downloaded from http://resourcesfromgreg.wikispaces.com/ , September 11, 2010.
Downloaded from http://resourcesfromgreg.wikispaces.com/ , September 11, 2010.
Backwards DesignStage 1Decide what the students should be able to do at
the end of a unit and/or course. Create “Can-do” statements.
Stage 2Develop assessments that allow the students to
demonstrate that they have met the learning targets set in Stage 1.
Stage 3Create daily lesson plans that support the
learning targets and lead to successful completion of the assessments developed in Stage 1 & 2.
Unit Development – Stage 1What will the students be able to do at the
end of this unit? Create Can-do statements for:
Interpretive Listening and ReadingInterpersonal CommunicationPresentational Writing and Speaking
Unit Development – Stage 1What will the students know at the end of
this unit?VocabularyGrammarCulture
Unit Development – Stage 2Develop assessments that address each can-
do statement keeping in mind….What they should know at the end of the unitThe targeted proficiency level of the studentsThat assessments should be appealing to
students
Unit Development – Stage 3Create lesson plans that target the unit goals
and objectives.To be done by individual teachers.
Create your own unitIn your group, you will go through a shortened version of our creative process…using the topic for your group.
Stage 1: What will the students be able to do? & What will the students know?
Stage 2: Create Presentational and/or Interpersonal assessments.
Stage 1What will your students be able to do?
Can Do Statements
Make sure you keep in mind:Targeted Proficiency levelThe mode of communication are you targetingYour can-do statements should be student-
friendly
Stage 1 – Examples of “Can-do” statementsPresentational Speaking
I can greet people. I can introduce myself. I can tell my age and birthday. I can tell where I am from.
Stage 1 – Examples of “Can-do” statementsPresentational Writing
I can write an introduction of myself. I can write my age and birthday. I can write where I am from. I can write my phone number.
Interpersonal Speaking I can answer questions about my name, age,
origin, and phone number. I can tell someone when my birthday is.
Add your document to our WikiSpace
http://kwla-pba.wikispaces.com/
Stage 1What will your students be able to do?
Can Do Statements
Make sure you keep in mind:Targeted Proficiency levelThe mode of communication are you targetingYour can-do statements should be student-friendly
Load your Can-do Statements to: http://kwla-pba.wikispaces.com/
Stage 1 - ContinuedWhat will your students know?
VocabularyGrammarCulture
Identify specific and basic vocabulary, grammar, and cultural learning targets your students will need to support the can-do statements. (You may not have all three.)
Add to your Can-do Statements at: http://kwla-pba.wikispaces.com/
Stage 2Create your assessment
Write a scenario that “hooks” the student.Write your assessment in English to avoid
confusion.Write something that is not just “the exchange
student”. Try to make it relevant to your students’ community.
Write an assessment that addresses the mode of communication, the can-do statements, the vocabulary, grammar, and cultural targets.
JCPS Unit 1 Stage 2 – Presentational Speaking
Assessment TaskYou are applying to a summer study abroad
program in Costa Rica. You will be staying with a host family. As part of the application, you are going to create a video introducing yourself to the family. They do not speak English. Say your name, where you are from, your age and your birthday in Spanish.
Stage 2Create your assessment
Write a scenario that “hooks” the student.Write your assessment in English to avoid confusion.Write something that is not just “the exchange
student”. Try to make it relevant to your students’ community.
Write an assessment that addresses the mode of communication, the learner goals, the vocabulary, grammar, and culture targets.
Load your Assessments to: http://kwla-pba.wikispaces.com/
Remember the process…Stage 1: What will the student be able
to do? & What will the student know?
Stage 2: Create your assessment.
Stage 3: Plan lessons with stages 1 & 2 in mind.
Contacts…Rachel Croket, Eastern High School
Rebecca Payton, Eastern High [email protected]
Alice Spagnola, Fairdale High [email protected]
STAMP Results after 24 weeksWriting Speaking
n = 86
Proficiency LevelsSuperiorAdvancedIntermediateNovice
Broken intoHighMediumLow
http://multilingualbooks.com/pimpyr.html
from Ohio's Plan for World Languages, 2007, p. 13http://onlinecourse.ncolctl.org/fundamentals/lesson3/guidelines.html