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“Standards Based Grading and Integrated Performance Assessment”

“Standards Based Grading and Integrated Performance Assessment”. Donna Lansberry Everett HS Yoshi Inoue Kamiak HS. Learning Target. Review National Standards U nderstand National Standards Based Assessments along with IPA Think what you want to know about NSBA and IPA.

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“Standards Based Grading and Integrated Performance Assessment”

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  1. “Standards Based Grading and Integrated Performance Assessment” Donna Lansberry Everett HSYoshi Inoue Kamiak HS

  2. Learning Target • Review National Standards • Understand National Standards Based Assessments along with IPA • Think what you want to know about NSBA and IPA. • Identify the problems and concerns about NSBA and IPA.

  3. Success Criteria • You will be able to switch to Standards Based Assessments. • You will be able to join us in improving our assessments to increase student learning.

  4. World Language StandardsThe 5 Cs http://www.actfl.org/sites/default/files/pdfs/World-ReadinessStandardsforLearningLanguages.pdf

  5. Why did we change to National Standards Based Assessment (NSBA)? We are in the process of modifying our curriculum to be National Standards Based so the assessment should mirror that. Aligning to the Common Core and the 21st Century Skills But, it’s a work in progress…..

  6. What are the challenges in transferring to NSBA? • Ratio of Three Modes of Communication: what percentage do we allocate? • What about Culture, Connection, Comparison and Community? • Formative assessment vs. Summativeassessment • Grammar and Spelling (Kanji?)

  7. Before Integrated Performance Assessment (IPA) • The Three Modes of Communication and Culture were parallel operations • Backward designing was very weak…

  8. Choose Target Language Level • From Can-Do Statement • Japanese 1-Novice mid • Japanese 2-Novice High • Japanese 3-Intermediate Low • Japanese AP-Intermediate Mid

  9. Thematic Unit We choose Unit Theme and Topic • Global Challenges • Personal and Public Identities • Contemporary Life • Science and Technology • Beauty and Aesthetics • Families and Communities

  10. Essential Question • Important and Timeless • Broad no single Answer (What is art?) • Elemental and Foundational • Debated by experts in the discipline (What does it mean to be fluent in a language?) • Content-Related • Specific discipline (What literacy skills do I need to succeed as a global citizen?)

  11. Goals • Learning Target • This is what I want students to learn in this unit. • Success Criteria • Students can do this if students meet the learning target.

  12. Difficulties… still before IPA • Lots of Interpersonal Activities and Presentational ideas… but very few Interpretive. • Challenging to find authentic and good Interpretive materials along with our Essential Questions, Learning Targets and Success Criteria • Scaffolding is also very challenging • ..and of course creating Rubrics!

  13. Finding IPA • WAFLT Fall Conference 2013 in Yakima - Paul Sandrock’s Keynote speech • ACTFL Convention 2013 in Orlando - “Implementing Integrated Performance Assessment” Wow!

  14. Definition of IPA IPA is authentic if it: • is realistic in that it tests the learner’s knowledge and abilities in real-world situation • asks the student to “do” the [academic subject] rather than reciting information so that the students carries out a task using the language in a meaningful way (Wiggins & McTighe, 2005, p154)

  15. Structure of the IPA • …interrelated and build upon one another. All three tasks are aligned within a single overarching theme or content area (p8) • …IPA should connect with at least one other goal area: Cultures, Connections, or Communities (p9) • …In real life, listening and reading are oftentimes catalysts for speaking and writing; therefore we recommend starting the IPA with the Interpretive Task (p9)

  16. Continued… • …the Interpretive Mode affords learners the opportunity to gain critical content or knowledge of the theme. After the Interpretive Mode, learners have some content with which to interact interpersonally. Finally, the Presentational Mode enables learners to share their thoughts and ideas through presentational speaking or writing. (p9)

  17. IPA: A Cyclical Approach

  18. Do you remember “Learning Scenarios”? • IPA reminds me of learning scenarios. • Example. Kamiak High School Japanese AP students decided to have a Hanami Party for local Japanese community(Community-School and Global Community) . They read News paper article and watch videos about Hanami Party (Easy News Web, YouTube, Web-Resources Technology Integration)-INTERPRETIVE. They search what Japanese people do (eat, drink etc.) and how they cerebrate at the Hanami party

  19. Continued • They lists questions that they want to know about Hanami. They interview local Japanese moms face to face or telephone. They also go on Skype with Imamiya High School Students and talk about Hanami-INTERPERSONAL. They have a class discussion and share what they find out about Hanami.-PRESENTATIONAL plus INTERPERSONAL. They divide class into sub group such as Poster/Webpage/Facebook/Invitation to School Administration and district office and local Japanese community

  20. Continued 2 • Food preparation (Obento-this can be whole different unit-Connection-Iron chef Obneto Contest-LifeLong Learner). Activities (Karaoke, Card game and etc.). After party they write an article about Hamami party for Imamiya Web Page (Community) about their experience and think why Japanese people enjoy Hanami this much and compare American experience- Cultural Comparison. Display pictures in the hall way. And so on…

  21. Examples… (If we have time…) • Unit Plan samples • IPA projects samples • Students samples

  22. Came up with good ideas: • During Interpretive activities, have students choose 5 key words • During Interpersonal activities, have students think of 5 questions: their own Essential Questions. (Critical Thinking)

  23. Still lots of questions… • It is still difficult to separate each mode • Each mode depends heavily on the others • Culture, Connection, Community are inseparable. • Don’t we have to assess separately? • Difficult to create for lower levels. Real world task is challenging. • Yes, there are IPA rubrics, but…

  24. Problems to be solved… • Clarify relationship between Connection, Comparisonand Community • Connection • 3.1-easy (Math, health, Art, English, social study..) • 3.2-respond to compliment, Present-giving culture, In-Group and Out-Group, Register • Comparison • 4.1 Culture comparison and contrast • 4.2 History (system) of kanji • Community • 5.1-Invite local Japanese community to school events. Join school activities • 5.2 Sister school, exchange program, homestay.

  25. Discussion: • Purpose of Grading • Formative vs. Summative • Scoring Scales/Rubrics: 100%, 1 -4, 1- 5 AP, 1 – 7 IB, Foreign Scales, Categories, weighing 5C or 3 Modes? What about Culture? • Common Assessments (How to connect) • Student Growth Goal setting.

  26. We need your help! Your feedback and input are greatly appreciated! • www.lansberrylanguage.com • Join the discussion on Edmodo • WAFLT Group Code:5vrbuz • inoueyx@mukilteo.wednet.edu • 425-765-3735

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