power grading & assessments by the standards
DESCRIPTION
Power Grading & Assessment is a program for standards-based grading for world-language programs.TRANSCRIPT
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A different kind of professional development.™
Scott [email protected]
teachforjune.com
by the Standards
copyright © 2012 teachforjune.com
Power Grading &Assessment
2012
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Presentation Available
slideshare.net/teachforjune
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Presentation Goals
An overview of standards-based grading and
assessment strategies.
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The issue we face today in American world-language
classrooms is that our students’ ability does not
match their achievement.
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One-Semester-of-Spanish Spanish Love Song
http://www.youtube.com/watch?v=ngRq82c8Baw
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If we continue to do things the same way,
we’ll continue to get the same results.
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INSANITY
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We must make the change...
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and the change is...
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NOW!
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Power Grading and Assessment:A standards-based approach to making
grades meaningful.
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What do grades mean?
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Current Systems
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A random number between 0 and 100
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Number rightvs
number wrong
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Assignments givenvs
assignments turned-in
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A ranking amongfellow learners
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The only thing grades should mean
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An accurate measurement
of achievement
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Achievement is the demonstration of
knowledge and skill components of the
standards.
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There can be no value judgements
placed on a grade outside of achievement.
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Should be focused on the idea of mastery.
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“Students have mastered content when they demonstrate a thorough understanding as evidenced by doing something substantive with the content beyond merely echoing it”
—Rick Wormeli
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Q & A
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KenO’Connor’s
8 Guidelines for Standards-based
Grading
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Relate grading procedures to learning goals.1.
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Learning goals arebasis for grade
determination andreporting.
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Aligned with Bloom’s oranother taxonomy
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Suggestedsecond-language
learning goals
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Culture
10%
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Listening
15%
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Reading
15%
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Speaking
30%
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Writing
30%
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Assessment methodsare subset of main grading
categories(learning goals).
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Q & A
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Use criterion-referencedperformance standards
as reference points.
2.
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Meaning of gradesshould come from clear
descriptions ofperformance standards
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Grade is only obtainedby meeting the goal—
NO CURVING
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Q & A
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Limit the valuedattributes in grades
to individual achievement.3.
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Grades should bebased on achievement.
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Effort, participation, attitude,and other behaviors shouldbe reported separately and
not included in student’s academic (letter) grade.
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Grades should bebased on individual
achievement.
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Q & A
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Sample student performance—
do not include all scores in grade.
4.
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Do not includeformative assessments
in grades.
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Provide feedback on formative performance using words, rubrics, or checklists, not grades.
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Formative assessments are frequent, small assessments that assess only one thing.
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Formative assessmentsassess along the path
of learning.
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The point of formativeassessments is to give
feedback for improvement.
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Analytic rubrics fit bestwith formative assessments.
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Analytic rubrics analyzethe components of a
skill individually so thatspecific feedback can
be given.
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Text
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Include evidenceprimarily from a
variety of summativeassessments in grades.
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Summative assessments are infrequent, big
assessments that assess multiple things at once.
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Summative assessmentsassess students at the
end of a learning period.
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Holistic rubrics fit bestwith summative assessments.
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Holistic rubrics analyzethe skill as a whole whilestill providing generalized
feedback.
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Not always practicalin a school setting.
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ModificationDon’t include homework
in the calculation of grades.
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Q & A
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Grade in pencil—keep records so
they can beupdated easily.
5.
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Use most consistentlevel of achievement.
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Apply special considerationfor the more recent
acheivement evidence.
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Provide severalassessment
opportunities.
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Vary assessmentsin both method
and number.
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Q & A
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Crunch numbers carefully—if at all.
6.
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Avoid using the mean(averaging).
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The mean is meanto students.
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The mean is the mathterm for averaging.
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Traditional averaging distorts grades.
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Consider using the median,mode, or power law of learning to crunch the
numbers.
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The median is the middlenumber when a set of
numbers is ordered fromhighest to lowest.
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The mode is the most frequent number that
appears in a set ofnumbers.
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The power law of learningtakes into account learning
over time.
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Points are createdequal.
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Weight componentsto acheive intent in final
grades.
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Weights aloneare not the answer.
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Use Bloom’s Taxonomyas a guide.
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Think “body of evidence”and use
professional judgement.
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As the professional, youneed to determine,
not just calculate, grades.
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The Big Picture
“Not everything that can be counted counts, and not everything that counts can be counted.”
—Albert Einstein
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Standards-basedgrading scale
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AAdvanced
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BProficient
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CIntermediate
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DNovice
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FBeginner
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Grading needs to bea measurement ofability over time.
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Grades can’t start andstop at arbitrary check
points, but must be analyzed over time along
a continuum.
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Q & A
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Use quality assessment(s)and properly recorded
evidence of achievement.
7.
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Meet the standardfor accurate assessment.
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Accurate assessmentshave clear targets.
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Accurate assessmentshave a clear purpose.
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The goal of assessmentsis not to give a grade, but
to provide feedback.
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To students— so they can take actionand adjust their learning.
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To teachers— so they can take action
and adjust their teaching.
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To parents— so they are made awareof their child’s progress.
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To administration— so they can take actionto improve school-wide
learning.
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Accurate assessmentshave a sound design.
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Must be well-written.
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Be sure to includeHigher-Order Thinking Skills.
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Choose 1per assessment.
![Page 108: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/108.jpg)
Use power wordsas descriptors.
![Page 109: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/109.jpg)
Use appropriatetarget-method
match.
![Page 110: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/110.jpg)
Listening and ReadingAssessments
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Traditional Listening/Reading
Assessment
![Page 112: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/112.jpg)
Students listen or reada prompt in the targetlanguage and answer
questions in English.
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PROS
![Page 114: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/114.jpg)
Easy to grade
![Page 115: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/115.jpg)
Accurate depiction ofwhat a student knows
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Shows what a studentunderstands in thetarget language.
![Page 117: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/117.jpg)
CONS
![Page 118: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/118.jpg)
Often answers can bepredicted without
demonstrating understanding.
![Page 119: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/119.jpg)
Difficult and time-consumingto create effectively
![Page 120: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/120.jpg)
Suggestion:Include at least 30%inference questions
![Page 121: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/121.jpg)
Examples
![Page 122: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/122.jpg)
Example of Traditional Listening/Reading Assessment
![Page 123: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/123.jpg)
Visual Listening/Reading
Assessment
![Page 124: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/124.jpg)
Students match apicture with listeningor reading prompt in
target language.
![Page 125: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/125.jpg)
PROS
![Page 126: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/126.jpg)
Easy to grade.
![Page 127: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/127.jpg)
Shows what a studentunderstands in thetarget language
![Page 128: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/128.jpg)
Works across thelanguage barrier
![Page 129: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/129.jpg)
Great for visual andpre-literate learners
![Page 130: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/130.jpg)
CONS
![Page 131: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/131.jpg)
Pictures can be confusing
![Page 132: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/132.jpg)
Suggestion:Use pictures that are
familiar to the students.
![Page 133: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/133.jpg)
Examples
![Page 134: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/134.jpg)
Example of Visual Listening/Reading Assessment
![Page 135: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/135.jpg)
Example of Visual Listening/Reading Assessment
![Page 136: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/136.jpg)
CreativeListening/Reading
Assessment
![Page 137: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/137.jpg)
Students drawwhat they hear or
read.
![Page 138: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/138.jpg)
PROS
![Page 139: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/139.jpg)
Easy to grade
![Page 140: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/140.jpg)
Demonstrates student’strue understanding of
target language
![Page 141: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/141.jpg)
Great for creative, visualand pre-literate learners
![Page 142: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/142.jpg)
CONS
![Page 143: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/143.jpg)
Students may beapprehensive about
drawing skills.
![Page 144: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/144.jpg)
Suggestion:Keep pictures simple
and promote use of stickfigures.
![Page 145: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/145.jpg)
Examples
![Page 146: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/146.jpg)
Example of Creative Listening/Reading Assessment
![Page 147: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/147.jpg)
Writing Assessments
![Page 148: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/148.jpg)
Traditional WritingAssessment
![Page 149: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/149.jpg)
Students write ona topic.
![Page 150: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/150.jpg)
PROS
![Page 151: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/151.jpg)
Directed writing
![Page 152: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/152.jpg)
Demonstrates student’sability to apply and
synthesize in the targetlanguage
![Page 153: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/153.jpg)
CONS
![Page 154: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/154.jpg)
Very (read too) structured
![Page 155: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/155.jpg)
Often very formulaic
![Page 156: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/156.jpg)
Too polished andnot spontaneous
![Page 157: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/157.jpg)
Suggestion:Use elementary-styleflip books to increasevariety and creativity
in topics.
![Page 158: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/158.jpg)
Examples
![Page 159: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/159.jpg)
Example of Traditional Writing Assessment
![Page 160: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/160.jpg)
Timed-WritingAssessment
![Page 161: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/161.jpg)
Students write withina specific time frame.
![Page 162: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/162.jpg)
PROS
![Page 163: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/163.jpg)
Spontaneous writing
![Page 164: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/164.jpg)
Shows truly what hasbeen acquired in the
target language
![Page 165: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/165.jpg)
Increases fluency(rate at which words flow)
![Page 166: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/166.jpg)
CONS
![Page 167: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/167.jpg)
They can be stressfulto students especially
in the beginning
![Page 168: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/168.jpg)
Students often write thesame thing time after time
![Page 169: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/169.jpg)
Suggestion:Start with 10 minutes and decrease the time by 30
seconds as class averagereaches 100 words.
![Page 170: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/170.jpg)
Examples
![Page 171: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/171.jpg)
Example of Timed Writing Assessment
![Page 172: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/172.jpg)
Creative WritingAssessment
![Page 173: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/173.jpg)
Students write storyfrom pictures they draw.
![Page 174: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/174.jpg)
PROS
![Page 175: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/175.jpg)
Spontaneous writing
![Page 176: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/176.jpg)
Shows truly what hasbeen acquired in the
target language
![Page 177: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/177.jpg)
Allows creativity to flow
![Page 178: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/178.jpg)
CONS
![Page 179: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/179.jpg)
Students try to writebeyound their capabilities
or vocabulary
![Page 180: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/180.jpg)
Suggestion:Remind them to keep itsimple and to stick to
vocabulary they alreadyknow.
![Page 181: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/181.jpg)
Examples
![Page 182: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/182.jpg)
Example of Creative Writing Assessment
![Page 183: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/183.jpg)
Speaking Assessments
![Page 184: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/184.jpg)
Dialogue SpeakingAssessment
![Page 185: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/185.jpg)
Students interactin a dialogue.
![Page 186: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/186.jpg)
PROS
![Page 187: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/187.jpg)
Structured
![Page 188: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/188.jpg)
Easy to grade
![Page 189: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/189.jpg)
May givelower-performingstudents needed
scaffolding
![Page 190: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/190.jpg)
CONS
![Page 191: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/191.jpg)
Structured
![Page 192: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/192.jpg)
Doesn’t promotespantaneity
![Page 193: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/193.jpg)
Encourages memorizedphrases and speech
![Page 194: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/194.jpg)
Suggestion:Switch up the dialogueroles often and throw in
on topic but open-endedquestions to move away
from memorization.
![Page 195: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/195.jpg)
Examples
![Page 196: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/196.jpg)
Example of Dialogue Speaking Assessment
![Page 197: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/197.jpg)
Picture-sequence Speaking
Assessment
![Page 198: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/198.jpg)
Students tell story frompicture sequence.
![Page 199: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/199.jpg)
PROS
![Page 200: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/200.jpg)
Relies less on memorizedphrases and speech
![Page 201: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/201.jpg)
Shows what a student isable to do with the
language
![Page 202: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/202.jpg)
Alllows flexibilitiyand creativity
![Page 203: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/203.jpg)
CONS
![Page 204: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/204.jpg)
Story sequence maynot always be clear
![Page 205: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/205.jpg)
May inadvertentlyintroduce unknown
vocabulary
![Page 206: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/206.jpg)
Suggestion:Suggest to students to
describe the charactersand places as well as
tell the action.
![Page 207: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/207.jpg)
Examples
![Page 208: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/208.jpg)
Example of Picture-Sequence Speaking Assessment
![Page 209: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/209.jpg)
Small-groupSpeaking
Assessment
![Page 210: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/210.jpg)
Students tell oneframe of a group-drawn
story.
![Page 211: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/211.jpg)
PROS
![Page 212: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/212.jpg)
Allows for a lotof creativity
![Page 213: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/213.jpg)
Promotesteamwork
![Page 214: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/214.jpg)
Individuals areassessed on own skill,
not that of group
![Page 215: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/215.jpg)
CONS
![Page 216: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/216.jpg)
Many students don’tlike group work
![Page 217: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/217.jpg)
Students can get offtask quickly if not
reigned in
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Not all studentsmay participate equally
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Suggestion:Assign individual roleswithin the groups andset clear time limits for
each part of the activity.
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Examples
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Example of Small-Group Speaking Assessment
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Whole-classSpeaking
Assessment
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Individual students tellone frame of story: both
students and frame selectedrandomly.
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PROS
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Encourages spontaneousspeech
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Can assess a largenumber of students
in little time
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CONS
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Need to have manypicture sequences
on hand
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Students may helpeach other if notwatched closely
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Suggestion:Have students draw picture
sequences to add to your collection
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Examples
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Example of Whole-Class Speaking Assessment
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Spontaneous-skitSpeaking
Assessment
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Students draw out ofa hat scenarios to
act out.
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PROS
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Little chance ofmemorized speech
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Encourages creativity
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Can be very entertaining
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CONS
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Students may findit stressful in the beginning
![Page 241: Power Grading & Assessments by the Standards](https://reader038.vdocuments.us/reader038/viewer/2022102813/544fc43faf7959cb398b7966/html5/thumbnails/241.jpg)
Need to keepstudents on a short
leash
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Suggestion:Practice a few times before
you actually assess students.
Give them 10 possible scenarios a couple of weeks ahead of time to practice and reduce
stress.
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Examples
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Example of Spontaneous-Class Speaking Assessment
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Use appropriatesampling
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Must have at least 3 assessments for each
learning goal.
speaking
speaking quiz 1
speaking quiz 2
speaking test
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Avoid bias anddistortion
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Rubrics are a great tool to set expectations and
measure achievement against those expectations
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Beginner Novice Intermediate Proficient Advanced
Student is unable to understand spoken/
written language appropriate to their
level. Little to no knowledge of
vocabulary items is evident.
Student is rarely able to understand
spoken /written language appropriate to their level, though some knowledge of vocabulary items is
evident.
Student is sometimes able to
understand spoken /written language
appropriate to their level.
Student is able to understand spoken /
written language appropriate to their level consistently, but
is unable to infer meaning not
explicitly stated.
Student is able to understand spoken /
written language appropriate to their level consistently and
is able to infer meaning not
explicitly stated.
Listening/Reading Comprehension
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Speaking
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Writing
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Record and maintainevidence of achievement
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This can be in the formof portfolios, conferences,
tracking sheets, etc.
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Q & A
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Discuss and involve students in
assessment & grades throughout learning process.
8.
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Students must understandhow their grades will be
determined
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Involve students in the assessment and grading
process.
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Q & A
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