STARTALK 2010

1. STARTALK 2010 LinguaFolio Online Defining, tracking, and improving learning

2. The Ecology of Assessment

3. ASSESSMENT FORLEARNING “Assessment Manifesto” Stiggins (2008) Effective classroom assessment improves student performance .5~1.0 standard deviations.Black & Wiliam, (1998) LinguaFolio improves student goal setting. Moeller (submitted for publication)

4. ASSESSMENTFORLEARNING From auditing to informing From extrinsic to intrinsic focus From teacher control to learner control Why? To improve learning Who? Learners For whom? Learners What? Portfolio of goals/evidence

5. LinguaFolio Online

7. Passport

8. CanDo Checklist

9. Self evaluation thought process • I know I used to do this regularly • Do I have enough information about current Japanese life to provide details? •” Information exchange” feels really different in Japanese than in English. • What’s the word for ‘carbon dioxide’ again? • ‘Green house effect’ is 温室結果 • I wonder if ‘climate change’ is 気候変化？

10. Evidence

11. Reading Evidence

12. Writing Evidence

13. Interpersonal Speaking Evidence

14. Interculturality overview

15. Interculturality TITLE LANGUAGE WHEN WHERE THEME

16. Interculturality

17. Interculturality

18. Interculturality

19. Interculturality

20. Backwards Design (Wiggins & McTighe, 1998)

21. STARTALK Curriculum Template • Brief Program Description • Program Theme • Unit Sub-themes • Standards and Expected Outcomes • Communication • Cultures • Connections • Comparisons • Communities • Specific Knowledge and Skills • End of Program Performance Tasks • Other Assessment Types and Evidence of Learning • Instructional Strategies • Materials and Other Resources • Technology

22. Student Curriculum Sample: Beijing Olympics • Communication: Interpersonal • Introduce themselves and others • Ask and answer simple questions to exchange information about themselves and their families • Express likes and dislikes • Make plans including time and date • Follow and give directions

23. Expected Outcomes • Communication: Interpersonal • Introduce themselves and others • NL: I can greet people in a polite way. • NL: I can introduce myself to someone. • NM: I can introduce myself and others using one or more words or memorized phrases.

24. Evidence, Learning Activities • What is acceptable evidence of this task? • Other types of assessment/class work • End of program performance tasks • What learning activities will support students in achieving this outcome? • Instructional strategies • Role plays, interviews, etc.

25. Suggested Implementation • Pre-program preparation • Determine links between CanDo Statements and program goals • Getting Started: Introduce LFO to students • Discuss program goals with students • LFO: Registration, biography, baseline CanDo data • During the Program • Refer often to program goals/CanDo Statements • Schedule time to update LFO periodically, including final session

26. Reflective Teaching… • Thinking about and critically analyzing one’s own teaching in order to improve. • How can LinguaFolio support that process? • View student evidence of learning • Planning: Where do students see themselves? • Reflection: Did students get it? What are they missing? • View aggregate class data • Are there noticeable gaps in understanding?

28. Review Section

30. Next Steps… • Registration begins in May • We will contact program directors with registration instructions for teachers • Available Resources • Demo/overview video • Technical Guide • CanDo Statements (PDFs)

31. Contact Us…. • Carl Falsgraf, CASLS Director • falsgraf@uoregon.edu • Krystal Sundstrom, LFO Project Coordinator • Implementation & Pedagogy Support • ksundstr@uoregon.edu , (541) 346-4350 • YassefAyub, Pilot Coordinator • Registration & Technical Support • lfolio@uoregon.edu , (541) 346-1584