Judy Haisten Fernando Mayoral Elisa Molano-Cook

 Summative assessment: - Students study a lesson then take a test and receive a grade.  Formative assessment: - Provides feedback on the process of learning. - Provides guidance to the students as they learn.  Performance assessment: - Students demonstrate their knowledge/skills in real-life situations. Source: Greg Duncan, The Language Educator, February 2014, Vol. 9

 What is IPA? “The process of three linked assessments brings the student first to an interpretive experience (he/she reads/hears information on a topic) after demonstrating his/her understanding of the text, the students moves to an interpersonal task that requires either speaking or writing and finally participates in a presentational task also linked to the same topic (real-life nature of language use)”. Source: Gregg Duncan, The Language Educator, Focus on Assessment and Feedback, page 19. Vol

Sources: CARLA

 Phase 1: Interpretive  Phase 2: Interpersonal  Phase 3: Presentational ◦ Actividad Oral A. Introduce yourself: - Greet and say your name - Where you are from - Are you a student - Where do you live - What is your address - What is your phone number and B. Interview another student: Introduce yourself (greet and say your name) and then ask your classmate the following: - What is your name - Where are you from - Are you a student - Where do you live - What is your address - What is you phone number and

 1. The ability to understand, with some repetition, simple questions and statements.  2. The ability to read and understand the information presented in a simple paragraph.  3. The ability to pronounce the language well enough to be intelligible to native speakers.  4. The ability to ask and answer questions and maintain a simple conversation in areas of immediate need on very familiar topics.  5. The ability to deal with everyday situations such as greetings, leave-takings, buying food, and asking directions.  6. The ability to write a short paragraph on a familiar topic.  7. The ability to demonstrate limited social competence in the foreign culture by showing comprehension of common rules of etiquette, customs and sensitivities, and a knowledge of contributions to the arts and humanities by the people who speak the target language. Source: Florida Statutes Section

1. The ability to understand, with some repetition, simple questions and statements. 3. The ability to pronounce the language well enough to be intelligible to native speakers. 4. The ability to ask and answer questions and maintain a simple conversation in areas of immediate need on very familiar topics. Florida Competencies: 1, 3, 4

 Interpretive: understands and interprets one way aural  Interpersonal: two-way interaction with someone else  Presentational: present information in oral format

 Video: Jennifer Video: Jennifer  Speaking Tasks Analytic Rubric Rubrics Source: Foreign Language Program of Studies, Fairfax County Public Schools, 2013

 Interpretive: understand and interpret a one way written text  Presentational: present information in written form

2. The ability to read and understand the information presented in a simple paragraph.

 Rubric for reading comprehension

4. The ability to ask and answer questions and maintain a simple conversation in areas of immediate need on very familiar topics. 5. The ability to deal with everyday situations such as greetings, leave-takings, buying food, and asking directions. Florida Competencies: 4, 5

 Interpretive: understand and interpret a one way aural or written text  Interpersonal: two way interaction with someone else  Presentational: present information in oral and written format

 Video: Roberto Video: Roberto  Interactive Tasks Analytic Rubric Source: Foreign Language Program of Studies, Fairfax County Public Schools, 2013

6. The ability to write a short paragraph on a familiar topic. Florida Competency: 6

 Interpretive: understand and interpret a one way aural or written text  Presentational: present information in oral and written format

 Writing Tasks Analytic Rubric Source: Foreign Language Program of Studies, Fairfax County Public Schools, 2013

7. The ability to demonstrate limited social competence in the foreign culture by showing comprehension of common rules of etiquette, customs and sensitivities, and a knowledge of contributions to the arts and humanities by the people who speak the target language. Florida Competence: 7

 Interpersonal: two way interaction with someone else  Interpretive: understand and interpret a one way aural or written text  Presentational: present information in oral and written format

 Compare and contrast customs/traditions between Spanish speaking countries and USA  True/False  Blog discussions  In-class discussions  How do you evaluate culture in your classes?

 ACTFL: Integration of World Languages and 21 st Century Skills  Communicative competence that reflects real life communication: - Day to day - Professional / Work

 Do we continue placing more emphasis on written assessments? (units tests, quizzes, multiple choice exams, …) Or :  Shall we place more emphasis on oral forms of assessment to aim for better oral proficiency? (oral interviews, dialogues, skits, impromptu speeches on familiar topics, …)

Florida World Languages in Colleges and Universities 

 Adair-Hauck, Bonnie, Eileen W. Glisan, and Francis J. Troyan. Implementing Integrated Performance Assessment. ACTFL,  Aventuras. 4 th ed. Vista Higher Learning,  Center for Advanced Research on Language Acquisition, CARLA.  “Focus on Assessment and Feedback.” The Language Educator Vol.9, Issue 2 (Feb. 2014).  Vistas. 4 th ed. Vista Higher Learning

¡GRACIAS!