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Formative Assessments in the World Language classroom

Formative Assessments in the World Language classroom. “ S on, we ’ re learning how to speak teenage. ”. Nicole Elenz-Martin – SWLP Much credit given to Jim Smith, AHS Colleague. How can we know our students are keeping up?.

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Formative Assessments in the World Language classroom

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  1. Formative Assessmentsin the World Language classroom “Son, we’re learning how to speak teenage.” Nicole Elenz-Martin – SWLP Much credit given to Jim Smith, AHS Colleague

  2. How can we know our students are keeping up? What kind of responses/reactions are we giving them?

  3. What is the shortest word in the English language that contains the letters: abcdef?

  4. Feedback is a term which refers to the joy of criticizing other people's work. This is one of the few genuine pleasures of the job, and you should milk it for all it's worth.

  5. Why formative? Evidence of student learning Inform instruction Motivate students and increase student achievement

  6. How do you assess your students? 1. 2. 3. 4.

  7. The Assessment–Instruction Process Pre – Assessment “finding out” Summative Assessment “making sure” Formative Assessment “checking in”“feedback”“student involvement”

  8. Summative Assessment Assessment OF Learning

  9. SUMMATIVE ASSESSMENT Designed to: provide information make judgments about student achievement at the end of a sequence of instruction It is a means to determine a student’s mastery and understanding of information, skills, concepts, or processes.

  10. Summative Assessment Strategies Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review

  11. Formative Assessments Assessment FOR Learning

  12. FORMATIVE ASSESSMENT Assessments FOR learning Happens while learning is still underway. These are assessments that: are conducted throughout teaching and learning to diagnose student needs plan the next steps in instruction provide students with feedback they can use to improve the quality of their work help students see and feel how they are in control of their journey to success

  13. In the World Language classroom, assessments are happening ALL THE TIME when we use the target language!! www.s-winneshiek.k12.ia.us

  14. Feedback Refers to information communicated to the learner, intended to modify the learner’s thinking or behavior for the purpose of improving learning.

  15. John Hattie on Feedback • The most powerful single moderator that enhances achievement is feedback. • The simplest prescription for improving education must be ‘dollops of feedback’. • In particular, this should be about: • how and why the student understands and misunderstands • what directions the student must take to improve.

  16. What does the research say?

  17. Research shows conclusively that formative assessment does improve learning. Gains in achievement appear to be quite considerable and among the largest reported for educational interventions. Inside the Black Box Raising Standards Through Classroom Assessment.

  18. Findings • Improving learning through assessment depends on five factors: • Providing effective feedback to students. • Students’ active involvement in their own learning. • Adjusting teaching to take account of the results of assessment. • Recognizing the profound influence of assessment on students’ motivation and self-esteem - both crucial influences on learning. • Ensuring pupils assess themselves and understand how to improve.

  19. Implications for Classroom Practice • Sharing learning goals with students. • Involving students in self-assessment. • Providing feedback that helps students recognize their next steps and how to take them. • Being confident that every student can improve.

  20. How do we assess students? Formative Assessment Assessment for Learning Summative Assessment Assessment of Learning

  21. Assessment for Learning Assessment of Learning

  22. The Garden Analogy If we think of our students as plants … Summative Assessment measures the plants Interesting to compare and analyze measurements do not affect the growth of the plants. Formative Assessment feeding and watering the plants appropriate to their needs directly affecting their growth.

  23. Formative Assessment chef tastes the cake Summative Assessment customer tastes the cake

  24. Self-evaluation Where would you place your assessment practice on the following continuum? The main focus is on: Quantity of work/Presentation Quality of learning Marking/Grading Advice for improvement Comparing students Identifying individual progress

  25. Formative Assessment Strategies Conference Thumbs Up/Down Mini white-boards Stop/Go Signs Cooperative Learning Activities 1-4 scale Four Corners Exit Cards/Tickets Graphic Organizers Mini Quizzes KWLs Relays • Learning Logs • “Airmail” or “snowball fight” • Oral Presentations • Problem Solving Activities • Self-Evaluations • Online (Infuse learning, Socrative, Answer Garden, etc.) • Competition games with the class (PPT Baseball, Jeopardy, Around the World, etc.) • Cloze Writing • Reflections

  26. Examples in the WL Classroom

  27. Credit: Angie Lawrence Anamosa High School Student Self-Assessment Assignment: Learning Targets 1: Español 1 1. I can listen to commands and perform the commands correctly. _____________________________________________ 2. I can read Spanish commands and pick out the correct picture to match the command. ________________________________________________ 3.I can look at pictures and write complete sentences in Spanish describing the pictures with few spelling errors. __________________________________________

  28. Credit: Erin Fishell Anamosa High School • Spanish 2 • Learning Target: I can recite the alphabet in random order. • Formative Assessment Activities: • Speaking: Repeat letters after me • Listening: Students listen to the teacher spell words from the vocabulary list and guess the words • Speaking: Students spell different words from their vocabulary lists to a peer and guess the words. • Writing: Students need to uncover the secret messages written phonetically. • Speaking: Looking at letters on the board, students need to repeat the letters in random order. Think of ways to remember tricky ones.(example: K=caw (crow sound)) • Speaking: Mini flash cards with a peer. Put cards in piles based on whether you know them or not. • Speaking: Practice assessment10 random letters voice recorded on an app or phone with recording.

  29. Credit: IWLA Conference 2011: Vanessa Nelson – French 2 class

  30. In Other Words … • Clarify your purpose. • Define your target goals. • Design your plan - what tool(s) will I use to determine if students have met the goals? • Provide feedback to encourage learning (Do No Harm!) • Involve students in their own assessment.

  31. So, what is one new thought you have about formative assessments? • http://answergarden.ch/60549

  32. So, what do you do for formative assessments? • http://answergarden.ch/view/60547

  33. Formative Assessments Feed Up: Clarify the Goal Feed Back: Respond to Student Work Feed Forward: Modify Instruction

  34. There are three things to remember when teaching: know your stuff; know whom you are stuffing; and then stuff them elegantly Lola May

  35. Summary video by Tim Xeriland https://www.youtube.com/watch?v=cvXS2x3UhQU

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