LinguaFolio Online Defining, tracking, and improving learning STARTALK 2010

The Ecology of Assessment

ASSESSMENT FOR LEARNING “ Assessment Manifesto” Stiggins (2008 ) Effective classroom assessment improves student performance.5~1.0 standard deviations. Black & Wiliam, (1998) LinguaFolio improves student goal setting. Moeller (submitted for publication)

ASSESSMENT FOR LEARNING From auditing to informing From extrinsic to intrinsic focus From teacher control to learner control Why?To improve learning Who?Learners For whom?Learners What?Portfolio of goals/evidence

LinguaFolio Online

Passport

CanDo Checklist

Self evaluation thought process I know I used to do this regularly Do I have enough information about current Japanese life to provide details? ” Information exchange” feels really different in Japanese than in English. What’s the word for ‘carbon dioxide’ again? ‘Green house effect’ is 温室結果 I wonder if ‘climate change’ is 気候変化？

Evidence

Reading Evidence

Writing Evidence

Interpersonal Speaking Evidence

Interculturality overview

Interculturality TITLELANGUAGE THEME WHENWHERE

Interculturality

Backwards Design (Wiggins & McTighe, 1998) What are the program goals and expected student outcomes? Identify Desired Results How will you know that students have met the goals? What “performances” will provide such evidence? Determine Acceptable Evidence What specific knowledge and skills will students need to achieve these outcomes? What activities will help students learn specific knowledge and skills? Plan Learning Experiences and Instruction

STARTALK Curriculum Template Brief Program Description Program Theme Unit Sub-themes Standards and Expected Outcomes – Communication – Cultures – Connections – Comparisons – Communities Specific Knowledge and Skills End of Program Performance Tasks Other Assessment Types and Evidence of Learning Instructional Strategies Materials and Other Resources Technology

Student Curriculum Sample: Beijing Olympics Communication: Interpersonal 1.Introduce themselves and others 2.Ask and answer simple questions to exchange information about themselves and their families 3.Express likes and dislikes 4.Make plans including time and date 5.Follow and give directions

Expected Outcomes Communication: Interpersonal Introduce themselves and others – NL: I can greet people in a polite way. – NL: I can introduce myself to someone. – NM: I can introduce myself and others using one or more words or memorized phrases.

Evidence, Learning Activities What is acceptable evidence of this task? – Other types of assessment/class work – End of program performance tasks What learning activities will support students in achieving this outcome? – Instructional strategies – Role plays, interviews, etc.

Suggested Implementation Pre-program preparation – Determine links between CanDo Statements and program goals Getting Started: Introduce LFO to students – Discuss program goals with students – LFO: Registration, biography, baseline CanDo data During the Program – Refer often to program goals/CanDo Statements – Schedule time to update LFO periodically, including final session

Reflective Teaching… Thinking about and critically analyzing one’s own teaching in order to improve. How can LinguaFolio support that process? – View student evidence of learning Planning: Where do students see themselves? Reflection: Did students get it? What are they missing? – View aggregate class data Are there noticeable gaps in understanding?

Review Section

Next Steps… Registration begins in May – We will contact program directors with registration instructions for teachers Available Resources – Demo/overview video – Technical Guide – CanDo Statements (PDFs)

Contact Us…. Carl Falsgraf, CASLS Director – Krystal Sundstrom, LFO Project Coordinator – Implementation & Pedagogy Support – (541) Yassef Ayub, Pilot Coordinator – Registration & Technical Support – (541)