Download ppt - Assessing What Matters: Real-life Skills Demonstrating Cultural Understanding through Communication

Assessing What Matters: Assessing What Matters: Real-life SkillsReal-life Skills

Demonstrating Cultural Demonstrating Cultural Understanding through Understanding through

CommunicationCommunication

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AssessmentAssessment

For knowledgeFor knowledge

For achievementFor achievement

For “real life” situationsFor “real life” situations

Teaching to the StandardsTeaching to the Standards

““The major shift is to look at language The major shift is to look at language learning not as an abstract study of learning not as an abstract study of vocabulary, grammar, and linguistics, but vocabulary, grammar, and linguistics, but as a useful tool to meet the demands of as a useful tool to meet the demands of contemporary life.”contemporary life.” National Standards for Foreign Language National Standards for Foreign Language

LearningLearning

Formative AssessmentsFormative Assessments

Assessment Assessment for Learning Learning

All activities undertaken by teachers and by their All activities undertaken by teachers and by their students (that) provide information to be used as students (that) provide information to be used as feedback to modify the teaching and learning feedback to modify the teaching and learning activities in which they are engaged. (Black and activities in which they are engaged. (Black and William, 1998William, 1998))

TheThe o objective is to promote growth.bjective is to promote growth.

Formative assessmentsFormative assessments

Collect ongoing evidence of students’ Collect ongoing evidence of students’ understanding/skill developmentunderstanding/skill development AssignmentsAssignments Partner check-in/check-outPartner check-in/check-out Five-minute writeFive-minute write Focus quizFocus quiz Ticket out at end of classTicket out at end of class JournalsJournals

Summative AssessmentsSummative Assessments

Assessment Assessment of learninglearning At a certain point in time, what do students At a certain point in time, what do students

know and what are they able to do?know and what are they able to do?

The objective is to present a profile at a The objective is to present a profile at a certain point in time, a collective picture.certain point in time, a collective picture.

http://carla.umn.edu/assessment/VAC/Modes/p_2.html

What does research on learning What does research on learning say about authentic assessments?say about authentic assessments?

Brain research (Jensen, 1998) and constructivist Brain research (Jensen, 1998) and constructivist learning theory hold that knowledge is constructed by the learning theory hold that knowledge is constructed by the learner and that learning occurs in context, generally a learner and that learning occurs in context, generally a social, interactive context. social, interactive context.

Jensen, E. (1998). Jensen, E. (1998). Teaching with the brain in mind. Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Alexandria, VA: Association for Supervision and Curriculum Development.Curriculum Development.

Language learning increases when material is presented Language learning increases when material is presented in meaningful content and language connects to real life in meaningful content and language connects to real life purposes rather than to the mental exercise of purposes rather than to the mental exercise of memorizing words and rules (Curtain & Haas 1995). memorizing words and rules (Curtain & Haas 1995).

Curtain H., & Haas, M. (1995). Integrating foreign language and content instruction in grades K-12. Curtain H., & Haas, M. (1995). Integrating foreign language and content instruction in grades K-12. ERIC Digest. EDO-FL-95-07.0000ERIC Digest. EDO-FL-95-07.0000..

http://www.cal.org/resources/digest/int-for-k8.htmlhttp://www.cal.org/resources/digest/int-for-k8.html

Step One: Context/ThemeStep One: Context/Theme

Why this context? Why this theme? Is Why this context? Why this theme? Is it…..it….. Cognitively engaging (HOTS)Cognitively engaging (HOTS) Intrinsically interestingIntrinsically interesting

• Relate to the learner’s worldRelate to the learner’s world• RelevantRelevant• MeaningfulMeaningful

Culturally connectedCulturally connected Communicatively purposefulCommunicatively purposeful

Step Two: Important QuestionStep Two: Important Question

Extends learning beyond the classroomExtends learning beyond the classroom

Emphasizes important topics and ideas Emphasizes important topics and ideas that help students understand the world in that help students understand the world in which they live and who they are. It allows which they live and who they are. It allows them to explore and respond to important them to explore and respond to important questions about their own culture and questions about their own culture and other cultures.other cultures.

Step Three: Three ModesStep Three: Three Modes

Interpretive Mode Task

Interpersonal Mode Task Presentational Mode Task

INTERPRETIVEINTERPRETIVE

Reading, Listening, ViewingReading, Listening, Viewing One-way communicationOne-way communication Global understanding . . . .inferences Global understanding . . . .inferences

Pleasure . . . . . InformationPleasure . . . . . Information

Interpretive TasksInterpretive Tasks

Success influenced bySuccess influenced by Prior knowledge of topicPrior knowledge of topic Familiarity with organization of textFamiliarity with organization of text Past experience/success reading – listening – viewingPast experience/success reading – listening – viewing

What counts?What counts? Global understandingGlobal understanding DetailsDetails InferencesInferences

AUTHENTIC SOURCES: AUTHENTIC SOURCES: Listening/ViewingListening/Viewing

AnnouncementsAnnouncements Recorded messagesRecorded messages MusicMusic Talk showsTalk shows News showsNews shows Television programsTelevision programs LecturesLectures PerformancesPerformances MoviesMovies

RadioRadio PodcastsPodcasts PlaysPlays ConversationsConversations DebatesDebates InstructionsInstructions Sports play-by-playSports play-by-play

AUTHENTIC SOURCES:AUTHENTIC SOURCES:ReadingReading

SignsSigns SchedulesSchedules MapsMaps AdvertisementsAdvertisements MenusMenus CatalogsCatalogs CartoonsCartoons RecipesRecipes Letters/emailLetters/email

InstructionsInstructions NewspapersNewspapers MagazinesMagazines PoetryPoetry Short storiesShort stories PlaysPlays NovelsNovels Internet sitesInternet sites BlogsBlogs

Interpretive TaskInterpretive Task

Listen to a student from Annecy, France, Listen to a student from Annecy, France, describe a typical week of school and describe a typical week of school and activities. Check off the activities that the activities. Check off the activities that the student does and which day(s) of the week he student does and which day(s) of the week he does the activity. Afterwards, compare the does the activity. Afterwards, compare the student’s activities to your activities and student’s activities to your activities and determine if you and the student have determine if you and the student have interests in common.interests in common.


What sort of scaffolding is needed?What sort of scaffolding is needed?

What sort of learning checks are What sort of learning checks are appropriate?appropriate?

Scoring Guides/Rubrics: Scoring Guides/Rubrics: Interpretive TasksInterpretive Tasks

ComprehensionComprehension Identifies main topic Identifies main topic Identifies main points, central ideasIdentifies main points, central ideas States literal meaningStates literal meaning Retells, summarizesRetells, summarizes Analyzes, interpretsAnalyzes, interprets Draws inferencesDraws inferences Discusses knowledgeablyDiscusses knowledgeably

VocabularyVocabulary Understands identified vocabularyUnderstands identified vocabulary Guesses meaning from contextGuesses meaning from context Provides synonyms for identified vocabularyProvides synonyms for identified vocabulary Can use identified vocabulary in a new contextCan use identified vocabulary in a new context

PRESENTATIONALPRESENTATIONAL

Writing, Speaking for an audienceWriting, Speaking for an audience One-way communicationOne-way communication Classmates……..native speakersClassmates……..native speakers Informal……formalInformal……formal Rehearsals Rehearsals →→performanceperformance

DraftsDrafts→→publicationpublication

PresentationalPresentational

What counts?What counts? ProcessProcess ProductProduct AccuracyAccuracy ImpactImpact

Success influenced bySuccess influenced by Rough draftsRough drafts RehearsalsRehearsals FeedbackFeedback Opportunities to present/publishOpportunities to present/publish

AUTHENTIC REASONS:AUTHENTIC REASONS:Presentational WritingPresentational Writing

ListsLists NotesNotes AgendasAgendas Postcards, greeting Postcards, greeting

cardscards InvitationsInvitations Recipes, instructionsRecipes, instructions Letters/emailLetters/email JournalsJournals

News articlesNews articles Brochures, flyersBrochures, flyers PostersPosters Web pagesWeb pages PoemsPoems Skits, playsSkits, plays SongsSongs Essays, reportsEssays, reports Reviews, editorialsReviews, editorials storiesstories

AUTHENTIC REASONS:AUTHENTIC REASONS:Presentational SpeakingPresentational Speaking

Poem, versePoem, verse Presentation of information, reportPresentation of information, report Play, skitPlay, skit SongSong Demonstration of how to do somethingDemonstration of how to do something Formal speechFormal speech StorytellingStorytelling Sales presentationSales presentation

Presentational TaskPresentational Task

Create a poster that shows what you like to Create a poster that shows what you like to do in and out of school. Present your do in and out of school. Present your poster to the class, telling about the poster to the class, telling about the activities that you have placed on the activities that you have placed on the poster.poster.




Scoring Guides/Rubrics: Scoring Guides/Rubrics: Presentational TasksPresentational Tasks

How well is the student understood? How well is the student understood? (pronunciation, intonation, style, format, (pronunciation, intonation, style, format, spelling, complete sentences)spelling, complete sentences)

How well does the student use the How well does the student use the language? (grammar, vocabulary)language? (grammar, vocabulary)

How interesting is the presentation?How interesting is the presentation? ??????

INTERPERSONALINTERPERSONAL

Two-way communication (verbal and Two-way communication (verbal and email)email) For pleasure……to accomplish a taskFor pleasure……to accomplish a task SpontaneousSpontaneous NegotiatedNegotiated

InterpersonalInterpersonal

What counts?What counts? Ability to be understood and to understandAbility to be understood and to understand Real conversationReal conversation

Success influenced by:Success influenced by: Familiarity with the activityFamiliarity with the activity Familiarity with the person/people involved in the Familiarity with the person/people involved in the

interactioninteraction Number/complexity of unexpected circumstancesNumber/complexity of unexpected circumstances

AUTHENTIC REASONS:AUTHENTIC REASONS:InterpersonalInterpersonal

““Small talk”Small talk” Getting to know someoneGetting to know someone Talking at a social eventTalking at a social event Playing a gamePlaying a game Making a purchaseMaking a purchase Ordering in a restaurantOrdering in a restaurant Obtaining directionsObtaining directions Making an appointmentMaking an appointment Participating in on-line Participating in on-line

chatchat Debating an issueDebating an issue

Making a transaction at Making a transaction at the post officethe post office

Make a transaction at the Make a transaction at the bankbank

Making a transaction at a Making a transaction at a ticket window (travel, ticket window (travel, concerts, movies, etc)concerts, movies, etc)

Discussing a current eventDiscussing a current event Interviewing someoneInterviewing someone Applying for a jobApplying for a job Making/building/creating Making/building/creating

somethingsomething Working on a projectWorking on a project

Interpersonal TaskInterpersonal Task

In groups of five, compare what you do each In groups of five, compare what you do each day with the activities of others in your day with the activities of others in your group. Determine in what ways you are group. Determine in what ways you are alike and in what ways you are different.alike and in what ways you are different.




Scoring Guides/Rubrics: Scoring Guides/Rubrics: Interpersonal Interpersonal

Is the student able to make him/herself Is the student able to make him/herself understood?understood?

Can the student understand the other Can the student understand the other person/people?person/people?

Is the task completed satisfactorily?Is the task completed satisfactorily?

CultureCulture

Teach and assessTeach and assess Knowledge of the cultureKnowledge of the culture Behaviors within the cultureBehaviors within the culture Insights/understandings about the cultureInsights/understandings about the culture

Overarching Goal for CultureOverarching Goal for Culture

“…“…communicating, building relationships, communicating, building relationships, accomplishing tasks in the language of accomplishing tasks in the language of that culture using that culture’s set of that culture using that culture’s set of rules.”rules.”

----Patrick MoranPatrick Moran

InstructionInstruction

How will you help students achieve the How will you help students achieve the desired performances?desired performances? Activities: purposefulActivities: purposeful Sequence of learning: logicalSequence of learning: logical Resources: variedResources: varied Formative assessments: multipleFormative assessments: multiple

TEACHING WITH THE END IN TEACHING WITH THE END IN MINDMIND

What is the destination?What is the destination?

What is the “itinerary”?What is the “itinerary”?

What are the stops along the way?What are the stops along the way?

What are the memories after the journey?What are the memories after the journey?