Part VIProficiency 101 - - - - - - - - - - - -

Investigate Different Types of Proficiency-Based Assessment

Summer Institute (SI) 2012

Part VI Objectives

By the end of Part VI, I will be able to:• Explain the different types of

assessment.• Describe the components of an

Integrated Performance Assessment (IPA).

• Use the MAP Game to generate assessments for world language courses.

Activity: Assessment Stoplights – 1 of 2

1. Look at the 6 stoplight posters, each with an assessment concept, that are posted on the lockers in the hallway.

2. Place a sticker on the chart paper next to each poster in the appropriate color to indicate your understanding and comfort level with that concept.

RedNot yet familiar

Yellow Somewhat familiar but may need support before explaining to others

GreenVery familiar and can explain to others

Activity: Assessment Stoplights – 2 of 2

1. Read through the Van Houten excerpt on assessment and note 1 (or more) examples of each type of assessment.

2. Share out examples.

Preliminary Vocabulary

Assessment: Demonstration of learning through an activity or task

Evaluation: Judgment on mastery of objectives by using a rubric

Grading: Compilation of numbers to arrive at a grade

Variety of Assessments

• Selected Response: • Multiple-choice• True-false• Matching• Constructed Response• Fill – in the blank• Short Answer • Label a diagram• Paragraph

• Performance Based Assessment• Essay• Oral Presentation• Interview• Conference

http://www.ncpublicschools.org/accountability/educators/vision/

Formative Assessment Process

Do you NC FALCON or LF?

Summative Assessment Options

World Language ExamplesClassroom assessments

– Quizzes, unit tests, final exams

– Performance tasks or projects

• Commercial assessments like AAPPL, SLPI, SOPA, STAMP

• Exams from other countries: DELE, DELF, DSD, HSK

• Non-profits: AP, IB, SAT II

• National Language Exams from professional organizations

Summative Assessment Options

• Integrated Performance Assessments (IPA) using proficiency-based rubrics

• Proficiency 101 Materials

• Measures of Student Learning (MSLs)

• Assessment Examples (AE)– Drafted during WLES writing (ongoing)– NC State TOPS partnership– SPAR activity from RESA Sessions

Standards Drive Instruction

3 Tools for Success

Understanding of proficiency levels for students

Knowing how to use rubrics efficiently

Providing descriptive feedback for/from students to adapt

instruction

Roadmap for Performance Assessment Tasks

Essential Questions

Cognitively Engaging

Intrinsically InterestingLinguistically & Culturally PurposefulBased on a Real World Context

Integrated Performance Assessment (IPA)

• Authentic• Performance-based• Related to the three modes of

communication (interpretive, interpersonal, presentational)

• Integrated • Show progress through stages of

proficiency• “Teaching to the test”

but in a positive sense . . .

IPA: A Cyclical ApproachInterperso

nalEngage in informal

communication on a topic.

Presentational

Students share ideas

and opinions about a

topic from the text.

Interpretive

Listen to, view or read

authentic text and

provide a response to

assess comprehens

ion.

Preparing Students for Novice Level Interpretive Tasks

• Various ways to assess (reading, listening, viewing)

• Teach strategies for understanding– Use context clues– Repeat, Repeat, Repeat– Listen for key words– Make predictions about the text

• Types of authentic texts– Short texts (Lists, simple sentences, etc.)– Commercials– Texts that include visual clues

Preparing Students forIntermediate Level Interpretive Tasks

• Teach strategies for understanding– Main ideas – Supporting details

• Types of authentic texts– Narratives, simple stories, routine

correspondence– Information-packed texts in predictable

order of information– Simple sentences to paragraph-like text– High interest topics about the target

culture(s)

Preparing Students forAdvanced Level Interpretive Tasks

Teach strategies for understanding– Main ideas and supporting details– Word and concept inferences– Identification of author/cultural perspectives– Identification of organizing principles of text

Authentic texts– Longer and more complex discourse– Stories, narratives, social correspondence

(involving past, present, and future)

– Topics of professional and personal interest– Fiction and non-fiction with wide variety of

topics from target culture(s)

Preparing Students for Interpersonal Tasks

• Use various assessments (videotaping, journaling, texting)

• Prepare students to engage in natural conversation and wean off scripts– Provide warm-up activities that include

dialogue– Give pre-thinking exercises– Model constantly (teacher interaction, video clips)

– Differentiate groups (based on proficiency level)

– Integrate opportunity for students to speak freely with peers in target language (without pressure of evaluation)

Preparing Students for Presentational Tasks

• Use various ways to assess (speaking, writing, debating, reporting)

• Encourage the use of the writing process (draft, revise, publish) to self-assess

• Encourage peer evaluation with structure and/or monitoring from teacher

• Provide feedback to students based on message NOT accuracy

Activity: Learning Scenarios – 3 of 3

6. Pull out the Learning Scenarios that you worked with before.

7. List the types of evidence and/or artifact(s) that would demonstrate the student’s proficiency sublevel for:

– the Dossier– An administrator or parent to

observe (see/hear)

Part VI ReflectionPlease respond to these statements in your Penzu journal.

Yes, easily and well

Still one of my goals

1. I can explain the different types of assessment.

2. I can describe the components of an Integrated Performance Assessment (IPA).

3. I can use the MAP Game to generate assessments for world language courses.