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Performance-based Assessment

Performance-based Assessment. The types of work we choose to evaluate and the methods we use to evaluate that work deliver powerful messages to students about what we value. PAST Evaluate products Evaluate accuracy Evaluate control of discrete grammar points. PRESENT

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Performance-based Assessment

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  1. Performance-based Assessment • The types of work we choose to evaluate and the methods we use to evaluate that work deliver powerful messages to students about what we value.

  2. PAST Evaluate products Evaluate accuracy Evaluate control of discrete grammar points PRESENT Evaluate process and product Evaluate comprehensibility Evaluate control of grammar within a context Assessment: Past and Present

  3. PAST Instruct, then test Sort students into groups; some succeed and some fail PRESENT Integrate instruction with assessment Identify strengths of individual students; maximize the opportunity for all students to succeed Assessment: Past and Present

  4. What is your destination? • Knowledge • Achievement • Performance

  5. Knowledge • Applies to facts or ideas acquired by study, investigation, observation, or experience (Merriam Webster Dictionary) • What role do facts/ideas play in learning a world language?

  6. Imagine…. • A written test of your knowledge about the game of basketball. What would the test tell you? Would you be able to play basketball if you got an “A” on the test?

  7. Achievement • A test, often in a standardized format, for measuring a student's mastery of a given subject or skill (Merriam Webster Dictionary) • What role does mastery of a world language play?

  8. Imagine…. • A test that includes reading comprehension, fill-in-the-blank with correct grammatical structures and vocabulary, and multiple-choice questions. What would the test tell you? Would you be able to write a letter of application for a job?

  9. Performance • Performance assessment is a measure of assessment based on authentic tasks that require students to show what they can do. What role does performance in a world world language play?

  10. Making Communication Real CULTURE

  11. Making Communication Real • Create a need to communicate • Exchange information that is…. • Cognitively engaging • Intrinsically interesting • Culturally related • Communicatively purposeful

  12. Example • Imagine a unit: • Daily routines • Intermediate level • High school • Important question: How do your actions reflect an environmentally friendly lifestyle?

  13. Objectives • Students will describe their daily routines and the routines of their friends and family orally and in writing, explaining what they did on a certain day and what they normally do.

  14. Objectives • Students will define “an environmentally friendly lifestyle”, listing actions and characteristics of someone who leads an environmentally friendly lifestyle; they will share how they as individuals can make a difference through their green actions.

  15. Objectives • Students will evaluate their daily routines and the routines of their friends and family in terms of “environmental friendliness”, making suggestions for ways to modify or change their routines to be more environmentally friendly.

  16. Objectives • Students will compare their “green” attitudes and actions to those of people around the world.

  17. Unit Inventory • Language functions: • Sequencing • Making comparisons • Making suggestions • Stating opinions • Summarizing • Grammatical structures: • Essential vocabulary:

  18. Performance • How do you want students to demonstrate that they have: • Increased their knowledge about leading an environmentally friendly lifestyle in their own culture and in the target culture

  19. Performance • How do you want students to demonstrate that they have: • Improved their skills in communication via the interpretive, presentational, and interpersonal modes

  20. Performance Assessments • Strength in learning and success in performance comes from interconnectedness of the three modes of Communication • Providing practice in all three modes creates strong communicators

  21. Interpretive Tasks • Reading, Listening, Viewing • One-way communication • Global understanding . . . .inferences • Pleasure . . . . . Information • Success influenced by • Prior knowledge of topic • Familiarity with organization of text • Past experience/success reading – listening – viewing

  22. Example Students will visit the website: http://ec.europa.eu/environment/youth/index_fr.html and select an article about actions they can take to respect the environment. They will summarize the actions suggested in the article. They will provide additional information related to France and its environmental policies/initiatives that enhance the understanding of the article.

  23. Presentational Tasks • Writing, Speaking for an audience • One-way communication • Classmates……..native speakers • Informal……formal • Rehearsals →performance • Drafts → publication

  24. Example • Students will create infomercials that give ideas and suggestions on how to move from “green to really green” in people’s daily lifestyles.

  25. Interpersonal Tasks • Two-way communication (verbal and email) • For pleasure……to accomplish a task • Spontaneous • Negotiated

  26. Interpersonal Tasks • Success influenced by: • Familiarity with the activity • Familiarity with the person/people involved in the interaction • Number/complexity of unexpected circumstances

  27. Example • Students will participate in a scored discussion sharing what they have learned about green efforts around the world and actions they are taking to lead an environmentally friendly lifestyle.

  28. Integrated Performance Assessment

  29. What Counts: Interpretive Tasks • Comprehension • Identifies main topic • Identifies main points, central ideas • States literal meaning • Retells, summarizes • Analyzes, interprets • Draws inferences • Discusses knowledgeably

  30. What Counts:Interpretive Tasks • Vocabulary • Understands identified vocabulary • Guesses meaning from context • Provides synonyms for identified vocabulary • Can use identified vocabulary in a new context

  31. Evaluating the task • What should be evaluated? • Completeness of article summary • Accuracy of summary • Additional information to enhance understanding of the article NOTE: Student responses are written in English as evidence of successful interpretation of the article

  32. Interpretive Rubric

  33. Interpersonal Task • Students will participate in a scored discussion sharing what they have learned about green efforts around the world, and actions they take to lead an environmentally friendly lifestyle.

  34. What Counts:Interpersonal Task • Content/culture • Comprehension • Comprehensibility • Spontaneity • Negotiation • Balanced participation

  35. Interpersonal Rubric

  36. Presentational Task • Students will create infomercials that give ideas and suggestions on how to move from “green to really green” in people’s daily lifestyles.

  37. What Counts:Presentational Task • Comprehensibility: How well is the student understood (pronunciation, intonation, style, organization)? • Accuracy: How well does the student use the language (grammar, vocabulary, spelling)? • Content: How relevant, accurate, complete is the content? • Impact: How engaging, creative is the presentation? • ???

  38. What Counts:Presentational Task • What about the preparation for the presentation: rough drafts, rehearsals? • The process needs to be valued

  39. Presentational Tasks • One perspective on valuing the process of rough drafts and rehearsals: • Taking the process seriously leads to high quality final products • Count the process but weight the final product more heavily as a reflection of good preparation

  40. Presentational Tasks • Rubrics for presentational tasks can be generic or task-specific, depending on the unique traits that might be emphasized in a presentational task.

  41. Presentational Tasks • Generic rubrics • Used to judge the same type of performance: all speeches, all dialogues, all essays • Helps students understand the nature of a quality performance

  42. Presentational Tasks • Task-specific rubrics • Used for a specific performance that has unique traits • Gives students feedback on that particular performance

  43. Presentational Tasks • Consider non-negotiables to reduce the number of criteria that need to be built into a rubric • Non-negotiables: basic requirements of any performance that need to be in place before the performance can be evaluated

  44. Non-negotiables: An example • Word-processed • Double-spaced • 250 words • Paragraphs • Title • Spell-checked • At least 5 of the new vocab words • Written in the past and imperfect

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