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Standards Based Grading in the World Language Classroom Part 2 - Assessing Student Performance

Standards Based Grading in the World Language Classroom Part 2 - Assessing Student Performance. Central States Conference on the Teaching of Foreign Languages March 20, 2014. http://eurekaworldlanguage.wikispaces.com/home. Who are we and why are we here ?.

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Standards Based Grading in the World Language Classroom Part 2 - Assessing Student Performance

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  1. Standards Based Grading in the World Language Classroom Part 2 - Assessing Student Performance Central States Conference on the Teaching of Foreign Languages March 20, 2014 http://eurekaworldlanguage.wikispaces.com/home

  2. Who are we and why are we here? • Julie Weitzel, Lafayette High School, Spanish I and II • Denise Pahl, Eureka High School, Spanish III and IV • Kim Lackey, Eureka High School, Spanish III and IV

  3. Unit Planning What will be assessed? What will be the focus? How will it be assessed? Which standards will be addressed? What resources do we need? (Beyond the textbook…) How will culture be interwoven?

  4. How can we design a scoring guide that is... • standards based, • uses a 50-100 scale, • gives meaningful feedback to teachers, students, and parents • uses standards-based indicators (advanced, proficient, developing, minimal), and • uses a logical/mathematically-sound conversion to percentages that is student, parent, and gradebook friendly?

  5. 50 -100 Scale - Rick Wormeli

  6. Common Vocabulary used on Scoring Guides Can confidently move forward Usually Rarely / Never Sometimes / Rarely Always

  7. Best Practices for using Scoring Guides • Limit criteria to essential skills only. • Share the scoring guides with students in advance! • Formative work is key. • Students can practice using the scoring guide on a sample assessment. • Students can choose essential criteria. • Grade while it still matters. • Feedback immediately communicates students’ strengths and weaknesses.

  8. Student Reaction to Scoring Guides

  9. This same format for a scoring guide can be applied to... • Presentational Speaking Assessments • Reading and Listening Assessments • Interpersonal Speaking and Writing Assessments • Vocabulary Assessments • Grammar Assessments • Cultural Competence Assessments • Pronunciation Assessments • and more!

  10. What do I need to know (technically speaking) to create this type of scoring guide? Figure how many boxes you need. If it’s a lot, using landscape orientation can help fit it all in. Formula for percentages: ·(# of boxes – 1) = X ·50 ÷ X = Y ·Subtract Y from 100 and each result to get the percentages. Round off to nearest 10th.

  11. What do I need to know (technically speaking) to create this type of scoring guide? • Decide what criteria you will focus on (content, organization, vocabulary use, comprehensibility, etc). • Decide if you want to weight each criteria the same (1, 2, 3, 4? 1, 2, 3? 2, 4, 6, 8?) • Count up the total number of points for the lowest possible score. Count up the total number of points for the highest possible score.

  12. What do I need to know (technically speaking) to create this type of scoring guide?

  13. Adding performance levels When deciding the cut off for Advanced, Proficient, Developing, and Minimal, you may want to consider what a student needs to get to have each total raw score. For example, if a student has 2 “Proficient” scores and 1 “Advanced” score, their overall score would be “Proficient.”

  14. What do I need to know (technically speaking) to create this type of scoring guide? • Microsoft Word - Tables! • Distribute Columns - the Equalizer • Split and Merge Cells • Basic Counting • How to follow a formula (or cut and paste)

  15. Let’s create a template! A five criteria scoring guide tends to be common for presentational writing or speaking assessments.

  16. How we set up our Online Gradebook Our Infinite Campus Categories: 25% Linguistic and Cultural Competence 25% Presentational Communication 25% Interpretive Communication 25% Interpersonal Communication 0% - Inactive category/assignments for Formative Work (Homework, Participation, Practice Quizzes)

  17. How we set up our Online Gradebook 25% Linguistic and Cultural Competence • Vocab Quizzes • Grammar Quizzes • Cultural Competency Evaluations • Pronunciation Assessments • Lifelong Learning Projects

  18. How we set up our Online Gradebook 25% Presentational Communication • Writing • Essays / Paragraphs responding to a prompt • Integrated vocabulary and grammar quizzes (split the grade, part for Linguistic Competence, part for Presentational Communication) • Speaking • Small group presentations • Whole class presentations • Video narration • Voicemails - speaking for an audience of one

  19. How we set up our Online Gradebook 25% Interpretive Communication • Listening / Viewing • Reading Questions - Reflect Common Core State Standards and AP Language and Culture expectations

  20. How we set up our Online Gradebook 25% Interpersonal Communication • Speaking • Small group (3-5 students) • Speaking in pairs / with teacher • Lots of formative work! • Prompts = Conversation Starters • Writing • Google Docs, Today’s Meet • Simulate an online chat / texting situation • Letter writing / responding to correspondence

  21. Examples of assessments in the context of units from levels II, III, and IV • Mi casa es su casa unit – Spanish III • Mitos y leyendas unit – Spanish II • El cine español unit – Spanish IV

  22. Vocabulary Comprehension

  23. Scoring Guide

  24. Other formats we frequently use to assess vocab comprehension • Matching • Reading (Fill-in-the-blank with a word bank) • Reading (Multiple Choice) • Reading (circumlocution - matching) • Listening (identify the words that you hear) • Listening (associate phrase with image and put them in order)

  25. Vocabulary Production

  26. Vocabulary Production

  27. Scoring Guide

  28. Scoring Guide - Long version

  29. Interpersonal Writing • Prompt: ¿Dóndevives? ¿Cómoestuhogar? • Ideal = Students work in pairs • Google Docs - One student creates a Document using Google Docs and shares it with their partner. • Google Docs allows students to work collaboratively on the same document and to see the changes their partner makes. • Use Bold and Italics to show who is “talking.”

  30. Scoring Guide

  31. Presentational Speaking - video

  32. Scoring Guide

  33. Interpretive Viewing Students will watch 4 shorts videos. These have been downloaded form YouTube.

  34. Interpretive Viewing: Source, Purpose, and Intended Audience

  35. Interpretive Viewing: Supporting Details

  36. Interpretive Viewing: Vocabulary in Context

  37. Interpretive Viewing: Scoring Guide

  38. Grammar Assessment

  39. Grammar Scoring Guide

  40. Other formats we frequently use to assess knowledge of grammar concepts • Knowledge, Application, Communication • Verb conjugations - Choose & Change (give score for vocab and grammar). • Separate scores between choice, agreement, syntax/placement

  41. Interpretive Reading

  42. Interpretive reading: Supporting Details

  43. Interpretive ReadingSupporting Details

  44. Interpretive Reading: Grammar interpretation

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