Post on 31-Dec-2015
description
transcript
MARTHA PEROHUDSON CITY SCHOOLS
PEROM@HUDSON.EDU
Student Learning ObjectivesLinguafolio
Integrated Performance Assessments
slo2013.wikispaces.com
Student Learning Objectives
Teacher evaluation 50% on student performance
Ohio Department of Education
Student Learning Objectives
Ohio Department of Education
Percentage of students that met or exceeded growth target
Descriptive rating Numerical rating
90-100 Most Effective 5
80-89 Above Average 4
70-79 Average 3
60-69 Approaching Average 2
59 or less Least Effective 1
SLO Scoring Matrix
ODE
Requires 2 SLOs.If you are teaching multiple levels, you can
do one SLO per level.If you are only teaching one level, you will
have to divide your SLO in some fashion. You could possibly do a communication SLO and a culture SLO as our standards are divided that way.
ODE site
Google ODE
Educator Evaluation
Student Growth Measures (learn more)
All the documents you need are there Student Learning Objectives Guidebook SLO Scoring Template Example of annotated World Language SLO
SLO for only level 1
For your baseline data, use the LinguaFolio Novice Low and Novice Mid assessment. Also for background information and a proficiency check, use a pre-assessment as in this example. You must be advocates in your district to explain why level 1 SLOs have minimal data.
OR
You may wait for two weeks or more, give an assessment and use that as your baseline.
You will still be looking for Novice Mid 1, 2, or 3 by the end of the year according to ACTFL recommendations.
Student Learning Objectives
Doable
• Don’t back yourself into a corner that will be too difficult to measure
• Allow room for all students to succeed and grow
• Keep records• Don’t recreate the wheel,
work collaboratively
Same old, same old? Change in standards focus
Original More communicative ACTFL Wisconsin Department of Public Instruction
Top Ten “Buts…”
But this is so sudden…Yet another top down mandate…But this takes so much time…But I teach upper levels…But I’m a grammarian…But our textbooks don’t have this…But I haven’t had enough training…
Top Ten “Buts…” continued
But I need to get my students ready for SAT II tests National Exams College AP/IB exams Life
But my students will never be able to do this…But I’m going to retire soon…
Ohio Standards
Ohio Department of Education
Ohio Standards
Ohio Department of Education
Ohio Standards
Ohio Department of Education
Ohio Standards
Ohio Department of Education
Ohio Standards
Are you assessing these?
What do your assessments look like?
We need to make an honest assessment of our assessments!!
What you can’t use....
Use grammar based testsUse multiple choice tests exclusivelyUse vocabulary only based tests
These are formative assessments that are not proficiency based and do not align with our standards.
Formative or summative?
Formative- “forming” the students knowledge Percentage of grade? Practicing with the grammar and vocabulary
Summative- “Summing up” what they know Percentage of grade? IPA
80% 20%
Suggestions
Do teach grammar and vocabDo practice with bothDo quiz them on bothDo give them a summative test that is
interpretive, interpersonal and presentational communication
What you can use...
Integrated Performance AssessmentsLinguaFolioAny type of portfolioProficiency based assessments
New experience
Start with the assessment goals I can... (make them really student friendly)
Talk about my school telling what I like and dislike Talk with a kid in the Dominican Republic and compare
our schools Talk about what I really like to do and do after the bell
rings Talk about some of the people I know (and ones I wish I
didn’t know) ETC. Whatever captures your students’ interest
according to their age.
Teach
The grammar Conocer/saber Vocabualry Hace..que más que... etc.
The culture of the schoolsTalk, talk, talk,
Ask and answer questions Skype
Formative assessments
Vocabulary quizSaber/conocer quizStem changing verb quizEtc.
Summative assessment
Sit in group and talk about school with classmates and me. Answer and ask questions.
Listen to the conversation and answer, summarize anything that makes them listen to the whole, not specific tiny words Not multiple choice
Write a letter to your host family that you are going to visit in the summer. Show me what you have learned. Impresiona a la Sra. Assessment sample
LinguaFolio
Three parts
• Language Biography (3 components) • Language Background• Interculturality• Self-Assessment Checklists
• Language Dossier• Language Passport
NCSSFL
Students only need to get 70% of the “I can..” statements to be at the level 1.
Language Background
Learning Inventory
"How Do I Learn"
Documenting Language Background
(optional templates)
Learning Summary
Language Activities
Interculturality
Interculturality refers to the interaction of
people from different cultures, using
authentic language appropriately to
demonstrate knowledge and understanding of
the cultures.
Self-assessment checklists
Interpretive Listening Checklist
Interpretive Reading Checklist
Interpersonal Communication Checklist
Presentational Writing Checklist
Presentational Speaking Checklist
Self-assessment checklists
1 •Novice mid
2 •Novice high
3 •Intermediate low
4 •Intermediate mid
AP •Intermediate high
Self-assessment checklists for the SLO
To differentiate between Novice mid 1,2,3 Novice high 1,2,3 Intermediate low 1,2,3 Intermediate mid 1,2,3 Intermediate high 1,2,3
Any level 1 would be 70% of the “I can...” statementsAny level 2 would be 80% of the “I can...” statementsAny level 3 would be 90% of the “I can...” statementsNote: The bullet points are only suggestions. You
need to complete the main “I can..” statement.
Dossier
For the Language Dossier, you will choose a
collection of work samples and certificates to
document your language skills, experiences,
and achievements.
Language Passport
The Language Passport provides a comprehensive picture of what you can do with language. It summarizes information from your Language Biography, including when you reach what proficiency level based on the can-do checklists; your interculturality; and formal qualifications, certificates, or diplomas. Together, the information in your Passport gives an overview of your experiences and competencies with different languages.
LinguaFolio
http://ncssfl.org/secure/ download papers
print save in google drive/student server/flashdrive
First year Don’t do checklists until semester
Update beginning of year, mid-term, finalUpload only samples, not everything for proof
Integrated Performance Assessments
I am not telling you to completely change your methodology
I am not telling you to discard the grammar and vocabulary quizzes
I am asking you to “cross over the bridge” and apply what they have learned and prove it in an IPA
I guarantee you that your students will not leave your class saying “I took 4 years of ... and I can’t say a word”
Latin, Greek, Russian, Chinese, Arabic, ASL
Adjust proficiency level to your recommended level according to ACTFL
See page ll in ACTFL descriptors
IPA (Integrated Proficiency Assessment)
IPA (Integrated Proficiency Assessment)
ACTFL
New ACTFL Performance Descriptors for Language Learners.
Use to develop rubricsModify rubrics from ACTFL Integrated
Performance Assessment (on ACTFL site)
Integrated Performance Assessments
Theme- shopping and clothes Have students go to a store’s website
Talk with partners about what they found on sale or what they are going to buy
Write an email to mom about the cool stores in Madrid and what you found to buy online.
Integrated Performance Assessments
Theme schools
Read about grading systems/classes/ etc.
Skype with student in another country
Do a Venn diagram of comparisons and write a paragraph about which the student would prefer
Integrated Performance Assessments
Rubrics ACTFL Integrated Performance Assessment
Tips Tape the interpersonal Assess interpersonal in groups of 4
All have to talk They have to ask each other questions They have to talk about the topic
Thank you!
I hope all goes well in your quest.
Contact me at any time, and I will try to help
you out!!