WFLTA Casper,Wyoming, 2014 Martha Pero Halemba Hudson City Schools, Hudson, Ohio wflta2014halemba.wikispaces.com

* Designed new Student Learning Objectives in Ohio * Worked with Ohio Department of Education to have them vetted * Presented many workshops on Proficiency, Performance and Integrated Performance assessments (tomorrow’s focus) * Worked with Frank Troyan, Paul Sandrock, Arnold Bleicher and ACTFL on workshops for Ohio.

* “I took four years of … and I can’t say a word!” * Conversations at conferences * NCATE requirements- Advanced low * Lack of true proficiency * OPI (Oral Proficiency Interview) * WPT (Writing Proficiency Test) * Lack of consistency from students moving from district to district.

* Explain the difference between proficiency and performance * Identify examples of proficiency and performance * Explain the different levels of proficiency * Explain why, when, and how to assess both proficiency and performance

* The bilingual cat The bilingual cat

* Three Standards that focus on the three modes of communication: * 1. Interpretive Mode * 2. Interpersonal Mode * 3. Presentational Mode

Proficiency to communicate meaningful information in spontaneous interaction understandable to native speakers does not mean perfection Performance performance in familiar contexts practiced and rehearsed connected to specific curriculum

Mrs L. is a French teacher who just completed a chapter on food with her French 1 class. She decides to take her students to a local African restaurant as a capstone activity. At the restaurant, students are expected to order their food and provide opinions in the target language (all functions they have rehearsed in class). The students do very well in performing these tasks. Source: Cécile Lainé

Suddenly, two African men come to the table and start interacting with her students. Their questions are not necessarily related to food. After the initial shock, Mrs L.'s students start uttering a few words ("Yes", "No", "sometimes") and using simple sentences ("I am 13 years old", "Yes, I like French"), they have a hard time understanding the native speakers. Source: Cécile Lainé

What is our ultimate goal? Proficiency How do we get there? Performance

In the heart of practice = performance What they remember = proficiency Where they begin

* Lost in translation Lost in translation

* Novice * Intermediate * Advanced * Superior * Distinguished

* LOW a baseline performance for the level; sustained but skeletal for the level; “Just hanging on” * MID solid performance for level; quantity/quality for the level; may have some features of the next level * HIGH sustained performance close to the next major level

* Intermediate Mid * Must understand the other levels

* NCSSFL-ACTFL Can-Do Statements: NCSSFL-ACTFL Can-Do Statements: Progress Indicators for Language Learners * Can-Do Statements by level Can-Do Statements by level

* Interpretive * Interpersonal * Presentational

Example of an exam Goals for the chapter Describe travel plans Understand the metro and other tourist attractions Are we testing this? interpretive interpersonal presentational

Example of test Fill-in verb, adjective = look at subject or noun and put the correct ending…. Comprehension? Multiple choice Listen for the one word that gives the clue….comprehension? Vocabulary fill- in Reading Writing Listening

Speaking Maybe evaluated once a quarter? Culture If we have time Extra credit In English Test created by book and/or after lessons are completed

Let’s finish the bridge and cross over.

Start with the assessment goals / SLOs I can... Talk about travel Talk about what I did and what I am doing on a trip Give and follow both oral and written directions Describe tourist attractions in Spain ETC. Whatever captures your students’ interest according to their age and likes/dislikes

Interpretive * Reading- Metro web page for finding stations and basic information * Listening- Couldn’t find authentic, so used the book testing but changed the format Presentational * Write a postcard to Granny about where you went what you saw * Write an to your friend who you didn’t have time to see before you left and leave directions of what to do while you are gone at your house and directions to the dog groomer’s house. Interpersonal * Talk to your friend on the phone. Tell him/her where you went and what you saw so far, what you are doing now, and give him/her directions to the Acme to pick up some dog food.

The grammar * Preterite of irregulars (PowerPoint) * Familiar commands (Scavenger Hunt in HS) * Present progressive (PowerPoint) Vocabulary * Public transportation words * Direction vocabulary * Transition words * ETC.

* Vocabulary assessments- Recognition/Production * Preterite assessments * Present progressive assessment * Etc.

* iPads with places to go in Madrid and metro stops * Scavenger Hunt * Command sheet * PowerPoints with info / examples * Gestures (Youtube)

IPA for theme studied (interpretive, presentational, interpersonal) Question: Is it performance or proficiency? Performance When to we use performance assessments? * Repeatedly throughout the year * Each chapter / unit / topic

IPA (interpretive, presentational, interpersonal) What makes it different from performance? * Not chapter/topic specific * beginning and end of year

ormanceDescriptorsLanguageLearners.pdf