Build Independent Use of Languagewith Formative Assessments and Performance Tasks

STARTALK Spring ConferenceApril 29, 2017

Paul SandrockAmerican Council on the Teaching of Foreign Languages

www.actfl.org psandrock@actfl.org

Learning Targets:

I can identify the differences between formative and summative assessments and when to use each type of assessment

I can design effective performance tasks for learners to show what they can do with the language

I can deconstruct summative assessments into specific elements to practice so learners move to more “independent” use of language

Balanced Assessment

Learning Checks

Did students learn what was taught?

Formative Assessment

Can students apply or manipulate what they have learned?

Summative Assessment

What have students acquired?Designated point in time

(end of unit, program)Gauge if students reached a

benchmark

Decide if I need to reteach something

Check: did students “get it?”

Check how students are doing: can I move on?

Help me plan instruction

Can students use what was taught?

Monitor students’ progress and adjust instruction accordingly

Assessment for learning

Did we reach our goals?

Show students their improvement

Assessment of learning (so students know where they are and what they need next)

Inform teacher of the next “level”

Motivate students

Paul Sandrock – Build Independent Use of Language with Formative Assessments and Performance TasksSTARTALK – April 29, 2017 – Page 2

Gradual Release of Responsibility

Providing Input Sharing Guiding Applying

The teacher demonstrates, models, explains to make input comprehensible. As learners gain proficiency, the teacher guides them in the selection of authentic text.

The teacher scaffolds instruction and begins to guide student work.

The teacher offers support and encouragement and provides feedback.

The teacher monitors and provides feedback.

Learners independently demonstrate progress toward learning targets and self-assess their progress

Learners engage in pair and small group activities that allow them to interpret and express meaning for real-world purposes.

Learners contribute and begin to work with teacher support.

Learners engage with the content, process input.

I do We do You doFROM: STARTALK Learner Centered Learning At A Glance document,adapted from the Fisher & Frey model in Better Learning Through Structure Teaching.

Into the Classroom: How many ways does the teacher check students’ learning?

What are the specific tasks (assessments) that move from “I do” to “We do” to “You do”?“I Do” “We Do” “You Do”

What changes in learners’ performance?

What changes in teacher’s feedback?

Teacher ResponsibilityStudent

Responsibility

Paul Sandrock – Build Independent Use of Language with Formative Assessments and Performance TasksSTARTALK – April 29, 2017 – Page 3

Exploring a Balanced Lifestyle

Learning Checks Formative Assessments Summative Assessments1. Information Gap Pair

Activity: controlled tasks

2. Keep conversation going for 2 minutes

3. Find someone who … (use follow-up questions)

1. Questions in an envelope (want to use the fewest out of the envelope)

2. Identify how much you and partner have in common on topic

3. Share information from Internet sources, summarize, prepare to present

4. Numbered Heads Together (What are similarities and differences in healthy and balanced choices of how these families eat in a week?)

1. Work with your partner to identify as many things as you can that are the same and that are different between balanced lifestyles for teenagers in ___ and in your community

2. Come to agreement on which culture encourages a more balanced lifestyle for teenagers (create a list as long as possible to convince others)

Paul Sandrock – Build Independent Use of Language with Formative Assessments and Performance TasksSTARTALK – April 29, 2017 – Page 4

Strategies to Practice and Assess Interpretive Communication

1. After examining a “text,” identify correct information given “Either-Or” choices

Want to Know Either Or1. Where the family lives

2. How many people in the family

3. Activities they like to do

4. Food they like to eat

__ in the country

__ 3

__ outdoor sports

__ vegetarian

__ in a city

__ 4

__ travel to other cities

__ foreign foods

2. Fill in graphic organizer to identify key details

Possible Content (Predicted) True, False, No Evidence?

If false, what is the correct information?

1. There are many places to go hiking

2. There are many places to go swimming

3. There are few shops near where people live

4. People in this community like to ride bicycles a lot

5. Teenagers have many things to do in this community

6. This community is very boring

3. Fill in graphic organizer to verify inferences (Laura Terrill, ACTFL Webinar)

Proof For Proof Against

Young people don’t take advantage of opportunities to get outside

Parents do not encourage young people to get physical exercise

Peer pressure makes it difficult to make healthy food choices

Strategies to Practice and Assess Presentational Communication

1. Finish the sentence: reasons to do each of various activities on trip1. When I ______ I feel _____ 2. I like to _____ because ______3. You should ____ in order to _______

2. Provide building blocks – Expanding description and narration

After studying at school all day, Mouna brings balance to her lifestyle __________ _______________ __________ _______________ _________.where? with whom? when? what time? how?

Paul Sandrock – Build Independent Use of Language with Formative Assessments and Performance TasksSTARTALK – April 29, 2017 – Page 5

Feedback Tools

Checklist:Task: Novice Level – Interpersonal

Performance Criteria:

I can do this on my own

I can do this with some help

I cannot do this

1. I can use numbers2. I can use words for activities3. I can use words for locations4. I can use expressions to show that I agree

or disagree with what my partner says5. I can ask some questions6. I can say how many times, how often, how

frequently I do various things7. I can provide some description

Descriptive Scale Feedback: Interpersonal Communication (Sandrock & Clementi)

Move from: 1 – 2 – 3 Move to:Only responds when asked   Volunteers comments related to the discussion

Asks random questions   Asks follow-up questions related to what someone else said

Gives short responses   Gives responses with details, reasons, explanations

Dominates the discussion   Invites others to give their opinions, ideas

Repeats ideas that others already contributed

  Adds ideas, insights, additional information to make the discussion more interesting

Interpersonal Scoring Guide (Laura Terrill)No

evidenceSome

evidenceFrequent evidence

Proposes an idea, opinion based on research

Adds new information

Reacts to other ideas, opinions

Asks questions (for clarification, elaboration)

Listens attentively

Paul Sandrock – Build Independent Use of Language with Formative Assessments and Performance TasksSTARTALK – April 29, 2017 – Page 6

Paul Sandrock – Build Independent Use of Language with Formative Assessments and Performance TasksSTARTALK – April 29, 2017 – Page 7

STARTALK Model Curricula – https://startalk.umd.edu/model-curricula/

Targeting Novice Mid-Novice HighInterpretive Presentational Interpersonal

Students will read captions/brief explanations and connect that information to the appropriate visuals. They will listen to descriptions of people and places and identify the people and places that are being described.

Students will create physical or virtual scrapbooks of their imagined lives as exchange students. They will include maps of their exchange cities/towns and images of important features. They will create pages that introduce their families as well as pages that share information about their favorite activities and foods. These scrapbooks will be shared with others during the interpersonal task.

Students will share real or virtual scrapbook pages and will talk with a partner and/or native speakers. They will exchange personal information to get to know each other while discussing images shown in the scrapbooks.

Targeting Novice High – Intermediate LowInterpretive Interpersonal Presentational

You have the opportunity to participate in a summer camp abroad. Read descriptions of and/or watch videos about the camps and complete a graphic organizer comparing the camps. Answer a few questions about your interests, select a camp, and give simple reasons about why it is the best camp for you.

You want your best friend to go with you to the camp that you have chosen. He/she prefers a different camp. Have a conversation where you talk about the advantages and disadvantages of each. Compromise.

Design the ideal camp for speakers of the target language who might want to study abroad in your community. Determine the location, daily schedule, and the types of activities. Create a marketing campaign for your camp.

Targeting Intermediate Mid – Intermediate HighInterpretive Interpersonal Presentational

Students explore identity issues through text, film, and music. They listen for main ideas and some details as they expand and refine personal definitions of identity, ethnicity, and culture.

As students consider the different issues involved with personal identity, they consider the role of culture in their lives. They discuss a definition of American culture that they could share with speakers of the target language. They discuss the terms melting pot and salad bowl as they apply to culture and discuss which term might be a more appropriate term for American culture and why.

Using images and pictures that relate to culture, gender, and ethnicity, students create visual representations of their personal identities. They create a Voicethread that includes their visual inviting comments and questions from others. They then share the visual representation of their personal identities with others at the final program event.

Paul Sandrock – Build Independent Use of Language with Formative Assessments and Performance TasksSTARTALK – April 29, 2017 – Page 8

RESOURCES

World-Readiness Standards for Learning Languages (2015)http://www.actfl.org/publications/all/world-readiness-standards-learning-languages

Oral Proficiency Levels in the Workplacehttps://www.actfl.org/sites/default/files/pdfs/TLE_pdf/OralProficiencyWorkplacePoster.pdf

Performance Descriptors for Language Learners (2012)http://www.actfl.org/publications/guidelines-and-manuals/actfl-performance-guidelines-k-12-learners

NCSSFL-ACTFL Can-Do Statements (2013)http://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements

ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL)http://aappl.actfl.org/

ACTFL Conversation Builder http : // aappl.actfl.org/tools ; Access at: http : // aapplcb.actfl.org/

Guiding Principles for Language Learninghttps://www.actfl.org/ guiding-principles

Virtual Learning Moduleshttps://www.pathlms.com/actfl/courses

See modules on: Developing Performance-Aiming toward Proficiency

(https://www.pathlms.com/actfl/courses/1823)

Strategies to Guide Leaners to Their Next Proficiency Level (https://www.pathlms.com/actfl/courses/1822)

Core Practices for World Language Learning (https://www.pathlms.com/actfl/courses/2074)

Enhancing Literacy-Improving Proficiency (https://www.pathlms.com/actfl/courses/2087)

ACTFL Publications (http://www.actfl.org/publications/all) The Keys to Assessing Language Performance (Paul Sandrock)The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design

(Donna Clementi and Laura Terrill)Implementing Integrated Performance Assessment (Bonnie Adair Hauck, Eileen W. Glisan,

Francis J. Troyan)Enacting the Work of Language Instruction: High-Leverage Teaching Practices (Eileen Glisan and

Richard Donato)