WELCOME TO THE 2012 CCFLT SPRING CONFERENCE

•Who is in the room?

•Turn to a partner at your table and introduce yourself:

• Name

• School

• What you teach

•Take one thing out of your purse/ briefcase/ pocket and tell your partner how it relates to you.

A Pilgrim’s Progress

Introduction to

Performance Assessment

Hey, Averag

e Joe!

What kinds of things do you do in class to learn your foreign language?

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In groups, brainstorm the different things teachers do in the WL classroom to cause learning to happen.

© All rights reserved by Loren Zemlicka

And Average Joe,

one more thing . . .

How does your teacher usually find out what you know or what you can do?

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© All rights reserved by Loren Zemlicka

In groups, brainstorm the different waysteachers assess or collect evidence of learning in the WL classroom

Any good teaching strategy has good validity as an assessment

strategy. Robert Terry University of Richmond

CC image on Flickr by sixintheworld

But remember

Average Joe’s response to

this question??

How does your teacher usually find out what you know or what you can do?

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96.3%© all rights reserved Matt

D’Angelo

Mode?CC image on Flickr by P Shanks

© ACTFL Assessment for Performance and Proficiency of Languages (AAPPL) Project Survey, 2006

What is the REAL ANSWER?

“If you don’t change assessment, nothing

changes”~Bernice McCarthy

42.7%

CC image on Flickr by Fellowship of the Rich

© ACTFL Assessment for Performance and Proficiency of Languages (AAPPL) Project Survey, 2006

What about the other modes?

© all rights reserved dannysantamarina

Traditional tests and quizzes motivate only

the better students.Larry Lewin

ACTFL Survey

2010 Annual Report http://www.actfl.org/files/ACTFLReport2010FINAL.pdf

ACTFL Survey

2010 Annual Report http://www.actfl.org/files/ACTFLReport2010FINAL.pdf

Motivation

Theory interest

relevance expectancy outcomes

Greg Duncan, 2009

Student Goal:Speak the Language

I can . . .• ~~~~~~~

• ~~~~~~~~• ~~~~~~~

• ~~~~~~~~~~• ~~~~~~~

~~~~~~• ~~~~~~~

Daily lessons

Assessment

Motivation

Theory interest relevance

expectancy outcomes

So, “testing” is really only ONE way to assess and . . .

•It is sometimes the least effective way to find out what our students can DO with the language

•The vast majority of our students are “demotivated” by traditional tests

Instruction and assessment should

be mirror images of each other . . .

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. . . how we assess our students should look like how we teach them.

CC image on Flickr by mindelei

The foreign language class is dominated by strategies teaching

students how to use the language . . .

Therefore, assessment should focus on students demonstrating

what they can do with the language they have learned

© all rights reserved Ben Heine

Enter: Performance-Based Assessment

© all rights reserved doverbroecks-isc

Assess More OftenA number of short assessments given

over time will provide a better indication of a student’s learning than one or two large assessments given in the middle and at the end of the grading period.

Marzano, Stiggins, Black, Wiliam, Popham, Reeves

An Assessment Plan: Have One!Campus/Team

BasedCurriculum

Based

District Based

Performance Based Quizzes

InterpersonalExams

Semester Exams

Unit Tests Performance Assessments

Projects

Role Plays & Skits

© all rights reserved sasakie

How Shall I Begin?

1

2

3

4

5

How Shall I Proceed?

CC image on Flickr by Silk Road Collection

Vamos a Madrid You and your family are planning to spend a month in

Madrid. You have asked Vicente, a family friend living there, to send you some ads for apartment rentals in the local newspapers so that you can choose a good, convenient place to rent for your stay. Here are some requirements that your family has:• You need 3 or 4 bedrooms.

• A garage is preferred for the rental car.

• Air conditioning is a must.

• Your mother wants to be on a high floor so that she can have a good view of the city.

• It would be nice if the building had a porter.

Looking at the ads Vicente has sent, which of the following apartments will suit your family best?

Apartamento N0. 1 Apartamento en alquiler en Madrid.

Alquiler de apartamento en Madrid (Avda. de Alberto Alcocer nº 46). 1 dormitorio (60 m2), cocina independiente completamente equipada, aire acondicionado, recién reformado. Piscina, pista de tenis y plaza de garaje opcional. Precio: 900 euros.Telf.: 627 537 196 - 91 602 97 11E-mail: mburriel.blou@telefonica.net

Apartamento N0. 2REFERENCIA: 476217 Zona / CP: Canillas

REFERENCIA INMOBILIARIA: 715 Dirección: Canillas

Tipo de bien: Piso Población: Madrid

Zona: MAR DE CRISTAL Provincia: Madrid

Precio Venta : 420.600 € Superficie: 113 m² Precio m² de este inmueble: 3.722 €/m² Precio medio m² de la zona: 3.896 €/m² Dormitorios: 3 Baños: 2 Actualizado: 08/07/2005

CARACTERÍSTICAS: Baños reformados, Aire acondicionado, Armarios empotrados, Puerta blindada, Ventanas tipo climalit, Cocina amueblada, Ascensor, Garaje, Vigilancia/portero, Zonas ajardinadas, Bien comunicado, Número de planta 9º, Suelo de parquet, Ventanas de aluminio, Listo para ocupar, Calefacción individual

Apartamento N0. 3REFERENCIA: 434292 Zona / CP: Canillas

REFERENCIA INMOBILIARIA: 651 Dirección: Canillas

Tipo de bien: Piso Población: Madrid

Zona: CANILLAS Provincia: Madrid

Precio Venta : 468.000 € Superficie: 124 m² Precio m² de este inmueble: 3.774 €/m² Precio medio m² de la zona: 3.896 €/m² Dormitorios: 4 Baños: 2 Actualizado: 03/03/2005

CARACTERÍSTICAS: Baños reformados, Puerta blindada, Ventanas tipo climalit, Cocina amueblada, Ascensor, Garaje, Vigilancia/portero, Zonas ajardinadas, Bien comunicado, Número de planta 2º, Suelo de gres, Ventanas de aluminio, Listo para ocupar, Calefacción individual

Vamos a MadridAfter you have made your decision, send an email to Vicente explaining to him which rental you have chosen and why. Once he knows your choice, he has offered to take a digital photo of the property and send it back to you and your family.

So, To Sum Up• Target proficiency level

• Real life or real life-like

• Relevant or interesting

• Context which would call for target language

• Based on what the students were taught (what is the function?)

• Clearly written and/or defined

• Manageable for students to achieve

• Manageable for teacher to administer

• Manageable for teacher to grade

• Has room for students to push upward

• Open enough for all students to show what they know