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Student Learning Objectives Linguafolio Integrated Performance Assessments

Student Learning Objectives Linguafolio Integrated Performance Assessments. Martha Pero Hudson City schools perom@hudson.edu. Student Learning Objectives. Teacher evaluation 50% on student performance Ohio Department of Education. Student Learning Objectives. Ohio Department of Education.

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Student Learning Objectives Linguafolio Integrated Performance Assessments

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  1. Student Learning ObjectivesLinguafolioIntegrated Performance Assessments Martha Pero Hudson City schools perom@hudson.edu

  2. Student Learning Objectives • Teacher evaluation • 50% on student performance Ohio Department of Education

  3. Student Learning Objectives Ohio Department of Education

  4. SLO Scoring Matrix

  5. ODE Requires 2 SLOs. If you are teaching multiple levels, you can do one SLO per level. If you are only teaching one level, you will have to divide your SLO in some fashion. You could possibly do a communication SLO and a culture SLO as our standards are divided that way.

  6. ODE site • Google ODE • Educator Evaluation • Student Growth Measures (learn more) • All the documents you need are there • StudentLearningObjectivesGuidebook • SLO ScoringTemplate • Example of annotated World Language SLO

  7. SLO for only level 1 • For your baseline data, use the LinguaFolio Novice Low and Novice Mid assessment. Also for background information and a proficiency check, use a pre-assessment as in this example. You must be advocates in your district to explain why level 1 SLOs have minimal data. OR • You may wait for two weeks or more, give an assessment and use that as your baseline. • You will still be looking for Novice Mid 1, 2, or 3 by the end of the year according to ACTFL recommendations.

  8. Student Learning Objectives

  9. Same old, same old?Change in standards focus Original More communicative ACTFLWisconsin Department of Public Instruction

  10. Top Ten “Buts…” • But this is so sudden… • Yet another top down mandate… • But this takes so much time… • But I teach upper levels… • But I’m a grammarian… • But our textbooks don’t have this… • But I haven’t had enough training…

  11. Top Ten “Buts…” continued • But I need to get my students ready for • SAT II tests • National Exams • College • AP/IB exams • Life • But my students will never be able to do this… • But I’m going to retire soon…

  12. Ohio Standards Ohio Department of Education

  13. Ohio Standards Ohio Department of Education

  14. Ohio Standards Ohio Department of Education

  15. Ohio Standards Ohio Department of Education

  16. Ohio Standards

  17. What you can’t use.... Use grammar based tests Use multiple choice tests exclusively Use vocabulary only based tests These are formative assessments that are not proficiency based and do not align with our standards.

  18. Formative or summative? • Formative- “forming” the students knowledge • Percentage of grade? • Practicing with the grammar and vocabulary • Summative- “Summing up” what they know • Percentage of grade? • IPA 80% 20%

  19. Suggestions Do teach grammar and vocab Do practice with both Do quiz them on both Do give them a summative test that is interpretive, interpersonal and presentational communication

  20. What you can use... Integrated Performance Assessments LinguaFolio Any type of portfolio Proficiency based assessments

  21. New experience • Start with the assessment goals • I can... (make them really student friendly) • Talk about my school telling what I like and dislike • Talk with a kid in the Dominican Republic and compare our schools • Talk about what I really like to do and do after the bell rings • Talk about some of the people I know (and ones I wish I didn’t know) • ETC. Whatever captures your students’ interest according to their age.

  22. Teach • The grammar • Conocer/saber • Vocabualry • Hace..que • másque... • etc. • The culture of the schools • Talk, talk, talk, • Ask and answer questions • Skype

  23. Formative assessments Vocabulary quiz Saber/conocer quiz Stem changing verb quiz Etc.

  24. Summative assessment • Sit in group and talk about school with classmates and me. Answer and ask questions. • Listen to the conversation and answer, summarize anything that makes them listen to the whole, not specific tiny words • Not multiple choice • Write a letter to your host family that you are going to visit in the summer. Show me what you have learned. Impresiona a la Sra. Assessment sample

  25.  We are teaching grammar, vocabulary etc. and using regular quizzes for formative testing/quizzing. • After each chapter, we are giving an IPA type test.  It includes listening, reading, writing and speaking.  There is no fill in the blank or pick the right…. At all.  It is showing what kids can do with the language with their interpretive, interpersonal, and presentational skills in the language. • We use a performance based proficiency rubric for these tests.

  26. For the SLO at midterm and final for first year, and at the beginning, midterm and final for levels 2,3,4,ap, we will also give an IPA exam that we will use a proficiency based rubric for to assess if they are at the novice mid, high, intermediate low, mid, or high according to level. • We are also using the LinguaFolio checklist of “I can” statements as back up and to let us know what level they are going to fall into before we give them an IPA.  We will keep a Dossier of their work for this to prove they are where they self-assess.

  27. LinguaFolio NCSSFL

  28. Students only need to get 70% of the “I can..” statements to be at the level 1.

  29. Language Background • Learning Inventory • "How Do I Learn" • Documenting Language Background (optional templates) • Learning Summary • Language Activities

  30. Interculturality Interculturality refers to the interaction of people from different cultures, using authentic language appropriately to demonstrate knowledge and understanding of the cultures.

  31. Self-assessment checklists InterpretiveListeningChecklist Interpretive Reading Checklist Interpersonal CommunicationChecklist PresentationalWritingChecklist PresentationalSpeakingChecklist

  32. Self-assessment checklists

  33. Self-assessment checklists for the SLO • To differentiate between • Novice mid 1,2,3 • Novice high 1,2,3 • Intermediate low 1,2,3 • Intermediate mid 1,2,3 • Intermediate high 1,2,3 • Any level 1 would be 70% of the “I can...” statements • Any level 2 would be 80% of the “I can...” statements • Any level 3 would be 90% of the “I can...” statements • Note: The bullet points are only suggestions. You need to complete the main “I can..” statement.

  34. Dossier For the Language Dossier, you will choose a collection of work samples and certificates to document your language skills, experiences, and achievements.

  35. Language Passport The Language Passport provides a comprehensive picture of what you can do with language. It summarizes information from your Language Biography, including when you reach what proficiency level based on the can-do checklists; your interculturality; and formal qualifications, certificates, or diplomas. Together, the information in your Passport gives an overview of your experiences and competencies with different languages.

  36. LinguaFolio • http://ncssfl.org/secure/ • download papers • print • save in google drive/student server/flashdrive • First year • Don’t do checklists until semester • Update beginning of year, mid-term, final • Upload only samples, not everything for proof

  37. Integrated Performance Assessments I am not telling you to completely change your methodology I am not telling you to discard the grammar and vocabulary quizzes I am asking you to “cross over the bridge” and apply what they have learned and prove it in an IPA I guarantee you that your students will not leave your class saying “I took 4 years of ... and I can’t say a word”

  38. Latin, Greek, Russian, Chinese, Arabic, ASL Adjust proficiency level to your recommended level according to ACTFL See page ll in ACTFL descriptors

  39. IPA (Integrated Proficiency Assessment)

  40. IPA (Integrated Proficiency Assessment)

  41. ACTFL New ACTFL Performance Descriptors for Language Learners. Use to develop rubrics Modify rubrics from ACTFL Integrated Performance Assessment (on ACTFL site)

  42. Integrated Performance Assessments • Theme- shopping and clothes • Have students go to a store’s website • Talk with partners about what they found on sale or what they are going to buy • Write an email to mom about the cool stores in Madrid and what you found to buy online.

  43. Integrated Performance Assessments • Theme schools • Read about grading systems/classes/ etc. • Skype with student in another country • Do a Venn diagram of comparisons and write a paragraph about which the student would prefer

  44. Integrated Performance Assessments • Rubrics • ACTFL Integrated Performance Assessment • Tips • Tape the interpersonal • Assess interpersonal in groups of 4 • All have to talk • They have to ask each other questions • They have to talk about the topic

  45. Thank you! I hope all goes well in your quest. Contact me at any time, and I will try to help you out!!

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