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Target Language Input = Great Output!

Target Language Input = Great Output!. Integrated Performance Assessments (IPA). CMS Curriculum Day Workshop * August 20, 2013 * Michele Esparza, Clay Kennedy. Objectives. By the end of the session, you will be able to Identify the 3 modes of communication

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Target Language Input = Great Output!

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  1. Target Language Input = Great Output! Integrated Performance Assessments (IPA) CMS Curriculum Day Workshop * August 20, 2013 * Michele Esparza, Clay Kennedy

  2. Objectives • By the end of the session, you will be able to • Identify the 3 modes of communication • Identify the levels of proficiency expected at the end of various courses at CMS (level 1, 2, 3) • Describe the components of an IPA

  3. Three Modes of Communication

  4. Activity: Mode Sort • Read the Mode Sort slips with your table group. • Sort them using this chart:

  5. Teachers must know student proficiency levels in order to target instruction 5

  6. Standards Drive Instruction Tools for Success Understanding of three modes of communication and the proficiency levels of students Designing balanced performance assessments Knowing how to use rubrics efficiently to provide descriptive feedback to adapt instruction

  7. 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

  8. A Comprehensive Balanced Assessment System Aligned to State Standards District/Statewide Assessments (Summative) Interim/Benchmark Assessments (Summative) Classroom Assessment (Formative and Summative)

  9. Balanced Assessments Formative Ongoing Frequent Usually brief Not Very Formal No grade Informs instruction or learning Summative Periodic Measures student progress Evaluates mastery of material or content

  10. Good learning tasks ARE good formative assessments.

  11. Roadmap for Performance Assessment Tasks

  12. 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 . . .

  13. IPA: A Cyclical Approach

  14. Check-off items in a list • Interpretive Communication Phase • Listen to, view or read an authentic text and answer information to assess comprehension. • Follow a route on a map from oral/written directions • Fill in graphs, charts, forms, graphic organizers • Check-off items in a list • Draw what is described • Put events from a story in logical order • Listen for the gist—identify main idea • Create questions from info in the piece • Compose a title or headline for a reading or listening selection

  15. Interpersonal Communication Phase • Engage in oral communication on the topic from the interpretive text. -Info Gap -Socratic Circle-Select roles from a story/comic strip and have a conversation between the two characters-Blog with teens in the target culture-Share information on a social networking site -Make a purchase -Order in a restaurant -Obtain directions -Converse face to face, by telephone, Skype, text, IM, etc. -Debate issues -Make plans A memorized dialogue/skit is NOT Interpersonal!!!!!

  16. Presentational Communication Phase • Students share research ideas and opinions pertaining to the topic from the interpretive text. Demonstrate how to prepare a recipe Create a guide or school/town for an exchange studentWrite a letter of introduction to a school in the target countryDevelop a web page or podcast Design an advertisement or classified adWrite a new beginning or ending of story, song, rap, poem Solve a problem and explain your solution Take part in a TV or radio spotDesign a survey and present findingsCreate a Public Service Announcement (PSA)Write Poem, Song, RapDesign a Storyboard

  17. Unit Level Performance AssessmentsWhat makes the right travel destination for me?

  18. Level 2 Unit 4 “Oh the places you go” This IPA assesses these goals: I can talk about where I am going, how I will get there, and what I will do. I can make travel reservations I can describe weather and past times. I can express likes, dislikes, and preference for given locations and activities. (recycled from previous unit) (Note: These tasks can happen over the course of the unit.)

  19. Reinventing the Wheel? FLENJ (Foreign Language Educators of New Jersey) received a FLAP grant in 2003 to create CAPS: Consortium for Assessing Performance Standards Sample tasks by proficiency level and theme: http://flenj.org/CAPS/?page=149 Student work samples: http://flenj.org/CAPS/?page=148 The Georgia Department of Education also has posted sample tasks for French, German, Japanese, and Spanish: https://www.georgiastandards.org/Frameworks/pages/BrowseFrameworks/modernlanglatin.aspx

  20. ReflectionPlease respond to these statements in your notes.

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