MARTHA PERO HUDSON CITY SCHOOLS [email protected] Student Learning Objectives Linguafolio Integrated Performance Assessments slo2013.wikispaces.com.

MARTHA PEROHUDSON CITY SCHOOLS

[email protected]

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

 We are teaching grammar, vocabulary etc. and using regular quizzes for formative testing/quizzing.

After each chapter, we are giving an IPA type test.  It includes listening, reading, writing and speaking.  There is no fill in the blank or pick the right…. At all.  It is showing what kids can do with the language with their interpretive, interpersonal, and presentational skills in the language.

We use a performance based proficiency rubric for these tests.

For the SLO at midterm and final for first year, and at the beginning, midterm and final for levels 2,3,4,ap, we will also give an IPA exam that we will use a proficiency based rubric for to assess if they are at the novice mid, high, intermediate low, mid, or high according to level.

We are also using the LinguaFolio checklist of “I can” statements as back up and to let us know what level they are going to fall into before we give them an IPA.  We will keep a Dossier of their work for this to prove they are where they self-assess.

LinguaFolio

Three parts• Language Biography (3

components) • Language Background• Interculturality• Self-Assessment Checklists

• Language Dossier• Language PassportNCSSFL

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!!