Lucy 1 GTSI 2012_Creating Performance Assessments

Chinese Guest Teacher Summer Institute

语言应用能力测试

Creating Performance Assessments Lucy C. Lee 竹露茜

全美中小学中文教师协会

Chinese Language Association of Secondary-Elementary Schools (CLASS)

七月二十八日 10:30-11:30 am

Session Outcomes 希望达到的目标和结果

帮助老师们能够了解

语言运用能力测试的形式

语言运用能力测试任务的原则和方法

明白语言运用能力测试的评分和设计原则

Presentation ©Lucy C. Lee 2012

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Our context 在美国教育体系的大环境下

采用学习标准大纲决定学生应该学什么，预测学生学习后应该能做什么。What should students know and be able to do as a result

of the standards-based instruction? Standards

运用多方位的评估测试来鉴定学生学到底会没有 How will

teachers know their students have learned and achieve the goals set by the teachers? Assessments

依据语言实践能力大纲来评估学生的能力表现到底有多好How good is good enough? Performance guidelines

如何做教学设计和规划来帮助学生达到预定的学习成果What

will help you plan your instruction and coordinate it with other world language teachers? Curriculum


评估测试的转变（一）

过去

Focus on products Focus on the

accuracy and control of discrete grammar points

现在 Evaluate process and

product注重学习过程和成果

Evaluate comprehensibility

能否容易了解

Evaluate control of grammar within a context

语法功能的掌握


评估测试的转变（二）

过去

教完课就该考试

将学生分类别：

及格和不及格

现在 Integrate instruction with

assessment

一面教一面评估 Identify strengths of

individual students

发掘学生的长项

maximize the opportunity for all students to succeed

给与学生表现能力的机会 Presentation ©Lucy C. Lee 2012

Source: NEW JERSEY WORLD LANGUAGES CURRICULUM FRAMEWORK

语言运用能力测试的形式

Presentation © Lucy C. Lee 2012

反向教学设计

深入了解

教学内容和教材采用的

意义和目标是什么？

明确

教学内容与其目的


学生学了这个单元后

他的语言能力和功能的表现将是什么？

反向教学设计

思考和预定

学生的学习结果

反向设计的步骤 (Wiggins & McTighe, 1998)

• 确定能力目标和结果 •What are the program goals and expected student outcomes?

Identify Desired Results

• 制定能力的评估方法 •How will you know that learners have met the goals?

•What “performances” will provide such evidence?

Determine Acceptable Evidence

• 设计有意义的课堂活动 • What specific knowledge and skills will learners need to achieve

these outcomes?

• What activities will help learners acquire specific knowledge and skills?

Plan Learning Experiences and

Instruction

Source：Wiggins & McTighe, 1998

Helps us understand 帮助我们了解教学目的和

重点

• –What is worthy of understanding in this unit 什么内容是值得教的？

• –What counts as evidence that students really understand and can use what we’re teaching? 有那些依据可以评鉴学生的学习结果？

• –What knowledge and skills must we teach to enable them to apply their knowledge in meaningful ways? 有哪些语言知识和功能是老师必须教的，学生才能有意义的运用在日常生活中？


The ACTFL Performance Guidelines for K-12 Learners

(A) Comprehensibility 能让别人明白和了解你 How well are they understood? (B) Comprehension 你明白和了解别人的能力 How well are they understand? (C) Language Control 语言结构和语法的正确使用 How accurate is their language?

Source：ACTFL Performance Guidelines

The ACTFL Performance

Guidelines for K-12 Learners

(D) Vocabulary 词汇量的掌控和得体的运用 How extensive and applicable is their

vocabulary?

(E) Communication Strategies 语言沟通的技巧 How do they maintain communication?

(F) Cultural Awareness文化知识的了解和运用 How is their cultural awareness reflected in

their communication?

Source：ACTFL Performance Guidelines

Proficiency equals Performance

Performance is key.

实践真实任务

是应用语言能力测试的关键


Performance • Performance assessment is a measure

of assessment based on authentic tasks that require students to show what they can do.

语言应用能力测试的定义是一种通过完成不同任务检测学生的学习结果，让学生有机会展示所获语言知识和应用技能。


Performance Assessments • Strength in learning and success in performance

comes from interconnectedness of the three modes of Communication

• Providing practice in all three modes creates strong communicators


设计任务的原则 Performance Tasks

• 任务的真实性 in real-life context • 任务的实用性 Meaningful, purposeful communication

• 任务要使用高级思维方式 higher order thinking

• 任务要跟课程目标相关 connection to goals

• 任务要涵盖三种不同的交际沟通模式

three modes of communication

• 任务要反映学生的语言能力和水平 level and age

• appropriated


给学生提供什么样的任务框架呢？

• 明确测试的范围，也就是考什么

• 任务采取什么形式：个人阅读或是小组讨论

• 提供测试提示或参考资料关键词和关键语法结构

• 提供任务大纲或用图表说明

• 明确任务的时间限制

• 完成任务的检察单

• 提供打分方式和标准


应用语言能力测试的评分Definition of a rubric

• Is the guide used to score performance assessments in a reliable, fair, and valid manner

• Is generally composed of – dimensions for judging student

performance

– a scale for rating performances on each dimension

– standards of excellence for specified performance levels. Presentation © Lucy C. Lee 2012

Presentation © Lucy C. Lee 2012 19

Sample Rubrics


Sample Rubrics


Wrap Up

Questions for Discussion:

How do teachers check for understanding?

如何检察和评估学生的学习结果

Documents

Lucy 1 GTSI 2012_Creating Performance Assessments