Proficiency-based Grading in the World-language Classroom by Scott Benedict teachforjune.com [email protected] 1
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About me
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Across American schools today, achievement does not match ability in the world-language classroom.
≠
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One-Semester-of-Spanish Spanish Love Song
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You, as foreign-language teachers, want to bridge this gap between achievement and ability in your
classroom.
5
This gap will continue to grow unless you take action.
6
You want your students’ abilities to match achievement.
=
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You can close the gap by implementing a proficiency-based grading system in your classroom.
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Let me show you how to bridge the gap with the why?, what?, and how?
of proficiency-based grading.
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Why did I move to proficiency-based
grading?
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My students’ grades didn’t match their ability.
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Many of my students aced my class but couldn’t speak or write.
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Homework and projects often artificially affected my students’ grades.
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Traditional averaging distorts grades.
chart from How to Grade for Learning by Ken O’Connor, page 142
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Traditional grading systems didn’t work.
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Points vs. Percentages
vs
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Various categories and weights
•homework•participation•quizzes•tests•projects
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Various number-crunching methods
meanmode
median18
Ken O’Connor’s How to Grade for Learning
changed my teaching life.
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Zeroes kill student grades
=
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Grades can actually increase learning.
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It’s all about the Standards
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What is a proficiency-based grading system?
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Based on Standards
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National Standards
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State Standards2/25/08 7:36 PMColorado Model Content Standards for Foreign Language
Page 3 of 7http://www.cde.state.co.us/cdeassess/documents/standards/f_lang.htm
integrating listening skills by interacting and/or participating with members of the community in various
professions who use the foreign language; and
using listening skills to interact culturally with peers and/or others in the foreign language.
1.2 SPEAKING Students speak in the foreign language for a variety of purposes and fordiverse audiences.
RATIONALE The ability to speak other languages allows students to communicate with people from various cultures.
In order to meet this standard, a student will
apply pronunciation rules and intonation patterns;
use vocabulary, grammatical forms, and structures of the target language to convey meaning;
apply knowledge of cultural practices to spoken language;
express needs, tell stories, obtain and convey information, explain concepts and procedures, and persuade; and
interact with speakers of the language in a variety of venues: personal, business, debate panels, dramatic
presentations.
BEGINNING LEVEL or Grades K-4 of a K-12 Foreign Language Program
At the beginning level, what students know and are able to do includes
using learned pronunciation and intonation patterns;
speaking in predictable, familiar situations using learned vocabulary and phrases;
expressing personal opinions and desires with learned phrases;
describing everyday topics using appropriate vocabulary and grammatical structures; and
asking and answering simple questions.
INTERMEDIATE LEVEL or Grades 5-8 of a K-12 Foreign Language Program
As students at the intermediate level extend their knowledge, what they know and are able to do includes
applying pronunciation and intonation patterns;
describing and narrating with learned vocabulary;
expressing and justifying simple opinions;
maintaining brief conversations on familiar topics; and
asking and answering complex questions.
ADVANCED LEVEL or Grades 9-12 of a K-12 Foreign Language Program
As students at the advanced level extend their knowledge, what they know and are able to do includes
applying pronunciation and intonation patterns at a normal rate of speech;
making predictions, analyzing, drawing conclusions, and expressing facts and opinions;Col
orad
o M
odel
Con
tent
Sta
ndar
ds
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District Standards
Cla
rk C
ount
y Sc
hool
Dis
tric
t Sp
anis
h 1
Stan
dard
s
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Uses formative and summative assessments
to guide grading decisions.
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small-grouptime
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Formative Assessments
•homework•quizzes•informal questions and answers•observation•class discussions
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Summative Assessments
•tests•projects•final exams•performance assessments•formal questions and answers
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The Big Picture
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Gives clear picture of what a student knows
and is able to do
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Identifies areas of strength and weakness
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Teachers can better assist individual students
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Students and teachers can take appropriate action
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How can I implement a proficiency-based
grading system in my classroom?
6 Easy Steps
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Identify key learning goals
1.
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Look at national, state, and district standards
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Translate standards into common groupings
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Add any additional learning goals
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Assign relative values to each
learning goal
2.
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Use Bloom’s Taxonomy
Evaluation
Synthesis
Analysis
Application
Understanding
Knowledge
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Values should increase from knowledge to synthesis
Kno
wle
dge
Und
erst
andi
ng
App
licat
ion
Synt
hesi
s
Ana
lysi
s
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KISS—Keep It Simple, Silly!
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Writerubrics to measure
achievement
3.
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Holistic or Analytical
vs
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Determine Criteria
contentvocabulary use
spelling
task completion
grammar
originality
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Decide on Levels of Achievement
advanced advanced above standard exceptional consistently
proficient proficient at standard proficient usually
partial approaching approaching progressing sometimes
minimal below well below beginning seldom
Possible Titles for Performance Standard Levels
Note: The performance standard levels are what Guskey and Bailey (2001, 75) call “categorical grading labels”; some of these examples are quoted from that source.
chart reproduced from Ken O’Connor’s How to Grade for Learniing, page 72
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Designassignments
and assessments
that measure the learning goals
4.
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Start with your learning goals
culturevocabularystructures
listening comprehensionreading comprehension
speakingwriting
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Identify specific items to be assessed
vocabularypresent tense
subject-verb agreementadjective agreement
past tensesubjunctive tense
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“How can my students show me they have reached this goal?"
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Set upyour grade book
5.
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Create rubrics or scales
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Create categories
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Assign weights
•culture 4%•vocabulary 8%•structures 8%•listening comprehension 15%•reading comprehension 15%•speaking 25%•writing 25%
{{
{
knowledge
understanding
applicationsynthesis
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At least 3 assessments per learning goal
speaking
speaking quiz
speaking project
speaking test
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Discusswith
students and parents
6.
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Why proficiency-based grading
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How you implement it
•weights and categories•rubrics•grading scale•homework policy•make-up work/exams•retake opportunities•study sessions
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Keep them informed of changes
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Q & A
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What does a proficiency-based
grading system look like?
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ExampleLearning Goals
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small-grouptime
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Many to choose from...
culture vocabulary
participation
listening
reading
cultureculture
communication
communities
communication
comparisons
communitiesconnections
writing
speaking
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From the classroom of Carmen Andrews-Sánchez
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From the classroom of Scott Benedict
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Rubrics,rubrics,
and moreRubrics
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small-grouptime
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Vocabulary Rubric
Exceeds Target Meets Target Approaches Target Below Target Far-Below Target
Student is able to translate most, if not
all of class vocabulary, and is
able to use context clues and word parts
to make educated guesses to previously unseen vocabulary.
Student is able to translate basic
vocabulary and most of all class vocabulary.
Student is able to translate the basic vocabulary with a
great deal of accuracy.
Student has trouble translating some
basic vocabulary and/or is lacking in
accuracy.
Student is unable to translate basic
vocabulary and/or is inaccurate.
Vocabulary Usage
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Structure Rubric
Exceeds Target Meets Target Approaches Target Below Target Far-Below Target
Student is able to use the regular
present tense in all its forms consistently
in a variety of contexts. Knowledge of common irregular
verbs is evident.
Student is able to use the regular
present tense in all its forms consistently
in a variety of contexts. Knowledge of common irregular verbs is not evident.
Student is sometimes able to
use the regular present tense in all
its forms in a variety of contexts.
Knowledge of endings is evident but inconsistently
applied.
Student is rarely able to use the regular present tense in all
its forms in a variety of contexts.
Knowledge of endings may or may
not be evident.
Student is unable to use the regular
present tense in all its forms. Knowledge
of endings is not evident.
Present Tense
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Listening Rubric
Exceeds Target Meets Target Approaches Target Below Target Far-Below Target
Student is able to understand spoken
language appropriate to their level
consistently and is able to infer meaning not implicitly stated.
Student is able to understand spoken
language appropriate to their level
consistently, but is unable to infer meaning not
implicitly stated.
Student is sometimes able to understand spoken
language appropriate to their level.
Student is rarely able to understand
spoken language appropriate to their level, though some
knowledge of vocabulary items is
evident.
Student is unable to understand spoken
language appropriate to their level. Little to no knowledge of vocabulary items is
evident.
Listening Comprehension
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Reading Rubric
Exceeds Target Meets Target Approaches Target Below Target Far-Below Target
Student is able to understand written
language appropriate to their level
consistently and is able to infer meaning not implicitly stated.
Student is able to understand written
language appropriate to their level
consistently, but is unable to infer meaning not
implicitly stated.
Student is sometimes able to understand written
language appropriate to their level.
Student is rarely able to understand
written language appropriate to their level, though some
knowledge of vocabulary items is
evident.
Student is unable to understand written
language appropriate to their level. Little to no knowledge of vocabulary items is
evident.
Reading Comprehension
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Speaking Rubric
SPEAKING RUBRIC
A
Exceed
s T
arg
et
STUDENT CONSISTENTLY SPEAKS ABOVE INSTRUCTION LEVEL.
! SPEAKING expands upon task with much detail, flows naturally using appropriate transitions, and with little hesitation; sentences are longer including uses of and/or/but and may include uses of because/since/therefore; ideas are fully developed and well organized; appropriate use of dialogue may be evident.
! VOCABULARY use exhibits an extensive range of both current and previous vocabulary with minimal errors.
! STRUCTURES are at upper tier of instruction; errors are minimal; pronunciation is accurate; consistent use of both basic-beginner and intermediate-beginner structures; emerging use of advanced-beginner structures (object pronouns, adjective agreement, ser/estar, preterite/imperfect, stem-changers, and irregular past/future forms).
B
Meets
Targ
et
STUDENT CONSISTENTLY SPEAKS AT INSTRUCTION LEVEL.
! SPEAKING develops task fully with some detail and flows naturally; some hesitiation is evident, but does not interfer with understanding; sentences are longer and may include uses of and/or/but; ideas are organized and developed,
! VOCABULARY use is adequate and appropriate to task with few errors and exhibits much use of current vocabulary; some previous vocabulary may be evident.
! STRUCTURES are appropriate to instruction; errors do not hinder overall comprehension; pronunciation errors are minimal; consistent use of basic-beginner structures; emergent use of intermediate-beginner structures (present/past/future, adjective position, irregular present forms, want to go/can write/has to study, reflexive verbs, gustar & similar verbs, and verbs after prepositions).
C
Ap
pro
aches
Targ
et
STUDENT SOMETIMES SPEAKS AT INSTRUCTION LEVEL.
! SPEAKING addresses task completely but is simple, lacking details; sentences may be choppy, but are organized and complete and may be merely a list of descriptions or actions.
! VOCABULARY use is limited and may be incorrect, but some current vocabulary is evident.
! STRUCTURES are at lower tier of instruction; errors begin to hinder comprehension; pronunciation may be influenced by native language; inconsistent use of basic-beginner structures (regular-verb endings, subject/verb/object word-order, plurals) as well as present/past/future.
D
Belo
w T
arg
et STUDENT SPEAKS BELOW INSTRUCTION LEVEL.
! SPEAKING may not address task completely; sentences are often incomplete, repetitive, and disorganized; difficult to follow.
! VOCABULARY use is severely limited, often incorrect, and little current vocabulary is evident and/or incorrect.
! STRUCTURES are below level of instruction; errors make comprehension difficult; pronunciation is highly influenced by native language; incorrect use of basic-beginner structures far outweighs correct usage.
F
Far-
Belo
w
Targ
et
STUDENT SPEAKS FAR-BELOW INSTRUCTION LEVEL.
! SPEAKING does not address task, sentences are incomplete; student made little attempt.
! VOCABULARY use is practically nonexistent, incorrect usage outweighs correct usage; little to no current vocabulary is evident and/or correct.
! STRUCTURES are far below level of instruction; errors predominate making comprehension extremely difficult, if not, impossible; little evidence of correct usage.
An F grade will be earned if speaking fails to address task or is insufficient to make proper evaluation.
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Writing Rubric
WRITING RUBRIC
A
Exceed
s T
arg
et
STUDENT CONSISTENTLY WRITES ABOVE INSTRUCTION LEVEL.
! WRITINGexpands upon task with much detail, flows naturally using appropriate transitions, and approaches student’s English ability; sentences are longer including uses of and/or/but and may include uses of because/since/therefore; ideas are fully developed and well organized; appropriate use of dialogue may be evident.
! VOCABULARYuse exhibits an extensive range of both current and previous vocabulary with minimal errors.
! STRUCTURESare at upper tier of instruction; errors are minimal; spelling and accents are accurate; consistent use of both basic-beginner and intermediate-beginner structures; emerging use of advanced-beginner structures (object pronouns, adjective agreement, ser/estar, preterite/imperfect, stem-changers, and irregular past/future forms).
B
Meets
Targ
et
STUDENT CONSISTENTLY WRITES AT INSTRUCTION LEVEL.
! WRITINGdevelops task fully with some detail and flows naturally; sentences are longer and may include uses of and/or/but; ideas are organized and developed,
! VOCABULARYuse is adequate and appropriate to task with few errors and exhibits much use of current vocabulary; some previous vocabulary may be evident.
! STRUCTURESare appropriate to instruction; errors do not hinder overall comprehension; spelling and accent errors are minimal; consistent use of basic-beginner structures; emergent use of intermediate-beginner structures (present/past/future, adjective position, irregular present forms, want to go/can write/has to study, reflexive verbs, gustar& similar verbs, and verbs after prepositions).
C
Ap
pro
aches
Targ
et
STUDENT SOMETIMES WRITES AT INSTRUCTION LEVEL.
! WRITINGaddresses task completely but is simple, lacking details; sentences may be choppy, but are organized and complete.
! VOCABULARYuse is limited and may be incorrect, but some current vocabulary is evident.
! STRUCTURESare at lower tier of instruction; errors begin to hinder comprehension; spelling and accent errors are evident; inconsistent use of basic-beginner structures (regular-verb endings, subject/verb/object word-order, plurals) as well as present/past/future.
D
Belo
w
Targ
et
STUDENT WRITES BELOW INSTRUCTION LEVEL.
! WRITINGmay not address task completely; sentences are often incomplete, repetitive, and disorganized.
! VOCABULARYuse is severely limited, often incorrect, and little current vocabulary is evident and/or incorrect.
! STRUCTURESare below level of instruction; errors make comprehension difficult; spelling and accent errors predominate; incorrect use of basic-beginner structures far outweighs correct usage.
F
Far-
Belo
w
Targ
et
STUDENT WRITES FAR-BELOW INSTRUCTION LEVEL.
! WRITINGdoes not address task, sentences are incomplete; student made little attempt.
! VOCABULARYuse is practically nonexistent, incorrect usage outweighs correct usage; little to no current vocabulary is evident and/or correct.
! STRUCTURESare far below level of instruction; errors predominate making comprehension extremely difficult, if not, impossible; little evidence of correct usage.
An F grade will be earned if writing fails to address task or is insufficient to make proper evaluation.
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SampleAssignments
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small-grouptime
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Culture Assignments
•reports•web quests•presentations•bulletin boards•maps
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Vocabulary Assignments
•draw & label•posters•models
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Structure Assignments
•translation•can you find all the (grammar item)?•point-of-view changes•tense changes
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Listening Assignments
•listen and draw•listen and choose•story and questions•list what doesn’t make sense or is out of place•summaries•listen and write/reflect
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Reading Assignments
•read and draw•read and choose•story and questions•list what doesn’t make sense or is out of place•summaries•read and write/reflect
84
Speaking Assignments
•draw and talk•tell the missing part of the story•tell a new begining/ending•picture sequences•A & B activities•paired dialogues•question and answer
85
Writing Assignments
•draw and write•write the missing part of the story•write a new ending/beginning•picture sequences•topic writes•timed writing•question and answer
86
As foreign-language teachers, we all want to bridge the gap between
achievement and ability.
87
If we continue to use the same old grading systems, that gap will
continue to grow.
88
By implementing a proficiency-based grading system in our
classrooms, we can bridge this gap...
89
so that our students’ abilities truly do match their achievement.
=
90
Q & A
91
Scott Benedict
is available for presentations, workshops, & consultingon proficiency-based grading and TPRS®.
© 2008 teachforjune.com
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References
•pictures obtained from stock.xchng (www.sxu.hu)•How to Grade for Learning by Ken O’ConnorSkylight Professional Development 2002ISBN 1-57517-816-8
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