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Make your move to a Performance-Based Classroom

Make your move to a Performance-Based Classroom. September 17, 2010 Jefferson County Public Schools World Language Assessment Committee. What will you be able to do?. I can identify and implement the steps of backwards design.

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Make your move to a Performance-Based Classroom

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  1. Make your move to a Performance-Based Classroom September 17, 2010 Jefferson County Public SchoolsWorld Language Assessment Committee

  2. What will you be able to do? • I can identify and implement the steps of backwards design. • I can create student can-do statements for a unit of study based upon the State standard and targeted proficiency level. • I can create an Interpersonal or a Presentational Performance-Based Assessment. • I can make contacts with teachers throughout the state to form a professional learning community.

  3. What do these mean to you? C A D B U

  4. How about these? 83% 72% 99% 50% 101%

  5. What do these mean? Exceeds Expectations Meets Expectations Approaches Expectations Does not Meet Expectations

  6. Why performance-based?

  7. Learning Targets by Level • Beginning (1) • Speaking NH • Listening IL • Reading NH • Writing NH • Developing (2) • Speaking IL • Listening IM • Reading IL • Writing IL • Expanding (3) • Speaking IM • Listening IH • Reading IM • Writing IM • Refining (4) • Speaking IM • Listening IH • Reading IH • Writing IM

  8. Downloaded from http://resourcesfromgreg.wikispaces.com/ , September 11, 2010.

  9. Downloaded from http://resourcesfromgreg.wikispaces.com/ , September 11, 2010.

  10. Backwards Design Stage 1 • Decide what the students should be able to do at the end of a unit and/or course. Create “Can-do” statements. Stage 2 • Develop assessments that allow the students to demonstrate that they have met the learning targets set in Stage 1. Stage 3 • Create daily lesson plans that support the learning targets and lead to successful completion of the assessments developed in Stage 1 & 2.

  11. Unit Development – Stage 1 • What will the students be able to do at the end of this unit? Create Can-do statements for: • Interpretive Listening and Reading • Interpersonal Communication • Presentational Writing and Speaking

  12. Unit Development – Stage 1 • What will the students know at the end of this unit? • Vocabulary • Grammar • Culture

  13. Unit Development – Stage 2 • Develop assessments that address each can-do statement keeping in mind…. • What they should know at the end of the unit • The targeted proficiency level of the students • That assessments should be appealing to students

  14. Unit Development – Stage 3 • Create lesson plans that target the unit goals and objectives. • To be done by individual teachers.

  15. Example of Assessments and Rubrics

  16. Now you try it….

  17. Create your own unit In your group, you will go through a shortened version of our creative process…using the topic for your group. Stage 1: What will the students be able to do? & What will the students know? Stage 2: Create Presentational and/or Interpersonal assessments.

  18. Stage 1 • What will your students be able to do? • Can Do Statements • Make sure you keep in mind: • Targeted Proficiency level • The mode of communication are you targeting • Your can-do statements should be student-friendly

  19. Stage 1 – Examples of “Can-do” statements • Presentational Speaking • I can greet people. • I can introduce myself. • I can tell my age and birthday. • I can tell where I am from.

  20. Stage 1 – Examples of “Can-do” statements • Presentational Writing • I can write an introduction of myself. • I can write my age and birthday. • I can write where I am from. • I can write my phone number. • Interpersonal Speaking • I can answer questions about my name, age, origin, and phone number. • I can tell someone when my birthday is.

  21. Add your document to our WikiSpace http://kwla-pba.wikispaces.com/

  22. Stage 1 • What will your students be able to do? • Can Do Statements • Make sure you keep in mind: • Targeted Proficiency level • The mode of communication are you targeting • Your can-do statements should be student-friendly • Load your Can-do Statements to: http://kwla-pba.wikispaces.com/

  23. Report out…

  24. Stage 1 - Continued • What will your students know? • Vocabulary • Grammar • Culture • Identify specificand basic vocabulary, grammar, and cultural learning targets your students will need to support the can-do statements. (You may not have all three.) • Add to your Can-do Statements at: http://kwla-pba.wikispaces.com/

  25. Report out…

  26. Stage 2 • Create your assessment • Write a scenario that “hooks” the student. • Write your assessment in English to avoid confusion. • Write something that is not just “the exchange student”. Try to make it relevant to your students’ community. • Write an assessment that addresses the mode of communication, the can-do statements, the vocabulary, grammar, and cultural targets.

  27. JCPS Unit 1 Stage 2 – Presentational Speaking Assessment Task You are applying to a summer study abroad program in Costa Rica. You will be staying with a host family. As part of the application, you are going to create a video introducing yourself to the family. They do not speak English. Say your name, where you are from, your age and your birthday in Spanish.

  28. Stage 2 • Create your assessment • Write a scenario that “hooks” the student. • Write your assessment in English to avoid confusion. • Write something that is not just “the exchange student”. Try to make it relevant to your students’ community. • Write an assessment that addresses the mode of communication, the learner goals, the vocabulary, grammar, and culture targets. • Load your Assessments to: http://kwla-pba.wikispaces.com/

  29. Report out…

  30. Remember the process… Stage 1: What will the student be able to do? & What will the student know? Stage 2: Create your assessment. Stage 3: Plan lessons with stages 1 & 2 in mind.

  31. Contacts… • Rachel Croket, Eastern High School • Rachel.Croket@jefferson.kyschools.us • Rebecca Payton, Eastern High School • Rebecca.Payton@jefferson.kyschools.us • Alice Spagnola, Fairdale High School • alice.spagnola@jefferson.kyschools.us

  32. STAMP Results after 24 weeks Writing Speaking n = 86

  33. Proficiency Levels • Superior • Advanced • Intermediate • Novice • Broken into • High • Medium • Low http://multilingualbooks.com/pimpyr.html

  34. from Ohio's Plan for World Languages, 2007, p. 13 http://onlinecourse.ncolctl.org/fundamentals/lesson3/guidelines.html

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