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WFLTA Casper,Wyoming, 2014
Martha Pero Halemba
Hudson City Schools, Hudson, Ohio
wflta2014halemba.wikispaces.com
Proficiency vs. Performance: Everything you ever wanted to know....
*My history
*Designed new Student Learning Objectives in Ohio
*Worked with Ohio Department of Education to have them vetted
*Presented many workshops on Proficiency, Performance and Integrated Performance assessments (tomorrow’s focus)
*Worked with Frank Troyan, Paul Sandrock, Arnold Bleicher and ACTFL on workshops for Ohio.
*History
*“I took four years of … and I can’t say a word!”
*Conversations at conferences
*NCATE requirements- Advanced low
*Lack of true proficiency
*OPI (Oral Proficiency Interview)
*WPT (Writing Proficiency Test)
*Lack of consistency from students moving from district to district.
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
*New Wyoming Standards
*Three Standards that focus on the three modes of communication:
*1. Interpretive Mode
*2. Interpersonal Mode
*3. Presentational Mode
NAEP Wisconsin
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?
Mrs L. is a French teacher who just completed a chapter on food with her French 1 class. She decides to take her students to a local African restaurant as a capstone activity. At the restaurant, students are expected to order their food and provide opinions in the target language (all functions they have rehearsed in class). The students do very well in performing these tasks.
Source: Cécile Lainé
Proficiency OR Performance?
Suddenly, two African men come to the table and start interacting with her students. Their questions are not necessarily related to food. After the initial shock, Mrs L.'s students start uttering a few words ("Yes", "No", "sometimes") and using simple sentences ("I am 13 years old", "Yes, I like French"), they have a hard time understanding the native speakers.
Source: Cécile Lainé
What is our ultimate goal?
Proficiency
How do we get there?
Performance
Learning curve
In the heart of practice = performance
What they remember =
proficiency
Where they begin
*Lost in translation
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
*Wyoming’s Goal
*Intermediate Mid
*Must understand the other levels
*NCSSFL-ACTFL Can-Do Statements
*NCSSFL-ACTFL Can-Do Statements:
Progress Indicators for Language Learners
*Can-Do Statements by level
The Modes of CommunicationWyoming’s Standards
*Interpretive
*Interpersonal
*Presentational
Example of an examGoals for the chapter
Describe travel plansUnderstand 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
Start with the assessment goals / SLOs I can...
Talk about travel Talk about what I did and what I am doing on a trip
Give and follow both oral and written directions Describe tourist attractions in SpainETC. 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
*Listening- Couldn’t find authentic, so used the book testing but changed the format
Presentational*Write a postcard to Granny about where you went what you
saw
*Write an email to your friend who you didn’t have time to see before you left and leave directions of what to do while you are gone at your house and directions to the dog groomer’s house.
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 Acme to pick up some dog food.
Teach these in context
The grammar
*Preterite of irregulars (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
*Preterite assessments
*Present progressive assessment
*Etc.
Design activities to help learn
*iPads with places to go in Madrid and metro stops
*Scavenger Hunt
*Command sheet
*PowerPoints with info / examples
*Gestures (Youtube)
Summative Assessment
IPA for theme studied (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
*beginning and end of year
Online Resources
http://actflproficiencyguidelines2012.org/
http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf
http://oflaslo.weebly.com
