Before the presentation Please fill out the notecard with the following information Name School Proficiency on use of rubrics (Proficient, intermediate or novice) Please fill out survey in the blue packet (Appendix C) Thank you!

Making Standards-Based Grading Work in Your World Language Classroom - A CSCTFL Extension Workshop in conjunction with ICTFL Sue Johnson Gladys Ramey Gloria Sampson Adapted from the presentation provided by: Jenni Highfill Kim Lackey Denise Pahl

FOUNDATION  CSC Extension Workshop 2013  Presented by faculty from Eureka High School in Missouri  Based primarily on A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O’Connor  Based on “How to Create Scoring Guides” by EHS WL Dept.

NORMS  Play “nice”.  Everybody’s contributions are valuable.  Write your on-going questions on the Post-its provided.

Our presentation  CSC extension workshop information  Standards  PERA-House Bill 7  Danielson Framework  Examples of other language teachers’ methods, procedures and/or scoring guides

PREMISE We are not experts!

PREMISE We are all coming from different “PLACES”.

PREMISE At the end, we may have many more questions than with which we began.

THINK-PAIR-SHARE Why use Standards-Based Assessment?

VIDEO  Standard based report card 

Why Standards-Based Assessment? (implications for students)  Best show what learners know, understand and are able to do  “Knowing how, when and why to say what to whom.” (proficiency)  What do current grade systems usually include:  Behavior  All grades jumbled (hw, quizzes, tests, projects, etc…)

Why Standards-Based Assessment? (implications for teachers) PERA - House Bill 7  DANIELSON FRAMEWORK  STUDENT PROGRESS  Type 1 - Nationally-normed  Type 2 - Textbook  Type 3 - Teacher-made assessments for own classes

Charlotte Danielson : A Framework for Teaching Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments Domain 2: Classroom Environment 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism Domain 3: Instruction 3a Communicating With Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness

Charlotte Danielson - Teacher Evaluation

Charlotte Danielson - Teacher Evaluation

Different Types of Assessments  Type 1 – Nationally-normed  Type 2 - Textbook  Type 3 - Teacher-made assessments for own classes

What steps should we be taking to use standards for grading?  Decide on which standards to use  Decide what to assess (projects, grammar pts, themes, etc…)  Decide how to assess them: (Proficiency Guidelines, Performance Descriptors  modes (presentational, interpersonal, interpretive)  I can statements, etc…  Decide how to “convert” results into grades

WHICH STANDARDS?  We will be dealing with the ACTFL STANDARDS readiness-standards-learning-languages

Foreign Language Standards  Goal 1: Communication  Standard 1.1- Interpersonal Communication: Students engage in conversation, provide and obtain information, express feeling and emotion, and exchange opinions.  Standard 1.2 – Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.  Standard 1.3 – Presentational Communication: Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics.  Goal 2: Cultures  Standard 2.1 – Practices and Perspective: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.  Standard 2.2 – Products and Perspectives: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.  Goal 3: Connections  Standard 3.1 – Knowledge of Other Disciplines: Students reinforce and further their knowledge of other disciplines through the foreign language.  Standard 3.2 – Distinctive Viewpoints: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.  Goal 4: Comparisons  Standard 4.1 – Nature of Language: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.  Standard 4.2 – Culture: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.  Goal 5: Community  Standard 5.1 – Beyond the School Setting: Students use the language both within and beyond the school setting.  Standard 5.2 – Life-long Learners: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Interpersonal mode of communication  Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Interpretive mode of communication  Students understand and interpret written and spoken language on a variety of topics.

Presentational mode of communication  Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

ASSESSMENTS vs. GRADING What is the difference?

ASSESSMENTS vs. GRADING  Assessment : Tool to measure what they know, understand and can do  Grading : The symbol used to represent what the student knows and is able to do (i.e., the results from the assessments)  Why? Because expected by students, parents, our administrations, ISBE, colleges, career training programs, the military, employers

What do you think grades SHOULD reflect? A. how well students behave in class B. how well students can take tests C. if students are responsible and do their homework D. if students participate in class E. what students know and are able to do F. group work and projects that students do G. student attitudes towards the class H. all of the above

What should count in a grade?  Vocabulary Assessments  Grammar Assessments  Speaking Assessments  Listening Assessments  Reading Assessments  Writing Assessments  Work that is graded  Work that shows what a student knows and is able to do What shouldn’t count in a grade?  Participation  Behavior  Homework completion  If you brought your book to class  Extra credit for extra work  Extra credit for bringing in a box of Kleenex, etc.  Attendance  Group work grades

COMMUNICATION RUBRICS  PRESENTATIONAL COMMUNICATION  WRITING  SPEAKING  INTERPERSONAL COMMUNICATION  SPOKEN  WRITTEN  INTERPRETATIVE COMMUNICATION  READING  LISTENING

SAMPLE OF RUBRICS

OTHER SAMPLES OF RUBRICS AND THEIR RATIONALE    ubrics/ ubrics/  rds-based-grading-in-a-percentage-based-world/ rds-based-grading-in-a-percentage-based-world/  standards-based-grading/ standards-based-grading/  eral/SchoolWideWritingandSpeakingRubricGuides- Handout.pdf eral/SchoolWideWritingandSpeakingRubricGuides- Handout.pdf

Video  Rick Wormeli: Standards-Based Grading   From the series :

Proficiency Grading in a percentage (grade) based world We know it has yet to be accepted to place grades on proficiency but…

PRESENTATIONAL WRITING RUBRIC 

Eureka High School conversion formula How to do the math for Scoring Guide percentages 1. Count up the total number of points for the lowest possible score and the highest possible score.  Lowest possible will equal 50% and highest possible will equal 100%. 2. Figure how many boxes you need. If it’s a lot, using landscape orientation can help fit it all in. Formula for percentages: (# of boxes – 1) = X 50 ÷ X = Y 3. Subtract Y from 100 and each result to get the percentages. Round off to nearest 10th. Example: You have a scoring guide with three standards. Each one is worth 4 points, making the total raw score 12. The lowest score for each standard is 1, so the lowest raw score is 3.

PRESENTATIONAL WRITING RUBRIC 

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Video  I am worried about my grade  Knq5XT-g