1. Standards-Based Assessment in the World Language Classroom Lina Lee University of New Hampshire NHAWLT, Meredith November 14, 2015 llee@unh.edu

2. Language Assessment 1.What does the grade really reflect? 2.What do you think should and shouldn’t count for grades? 3.What types of tests do you use? How meaningful are they 4.Do you use rubrics? How? https://billvanpatten.wordpress.com

3. Beginning Language Courses  Online homework (MySpanishLab) – 15%  Participation – 10%  Weekly quizzes – 10%  Chapter exams – 25 %  Cultural project – 10%  Final oral interview – 10%  Final written exam – 20% Traditional grading system

4. Online Elementary Course

5. IN THE PAST  Teacher-driven  Learn about L2  Teacher as presenter  Isolated four skills  Exercises from book  What students know about L2 TODAY  Learner-centered  Use L2  Learner as creator  Three modes of communication  Real world tasks  What students can do with L2 Language Instruction

6. Traditional Testing  Multiple choice, fill-in-the-blank, matching, true or false  Memorized data  Easy to grade  Little evidence of what students can do with the language

7. Standards-Based Assessment What and how well students can do with the target language as a result of your instruction

8. Goal: National Standards “Knowing how, when, and why to say what to whom” “What learners can actually do with the language”

9. Advanced ACTFL Proficiency Guidelines (2012) Superior Novice Intermediate Level I and II Level III Level IV Immersion Cultural Knowledge Linguistic Skills + Distinguished How?

10. Self Daily Life Community The World Context and Content Areas Expand From Novice to Superior

11. https://startalk.umd.edu/resources/NCSSFL_ACTFLCanDos.pdf

12. I would love to use the Can- Do statements as evidence of learning, rather than traditional grades. - PA Teachers say...

13. We are also considering what it would look like if we used the Can-Do Statements as feedback for our students instead of traditional letter/percentage grading. – California

15. Ask and answer simple questions; limited skills

16. Personal interests and needs; survival skills

17. Express opinions; beyond ‘self’ and daily life; formal and informal settings

20. How to use Can-Do Statements?  Use the check lists and share them with your students  Set up goals and provide guidance  Use wording from the Can-Do-Statements in the rubrics  Ask students to demonstrate evidence  Help students become autonomous learners

21. Listening Speaking Listening Reading Writing Performing Tasks

22. Assessing Toward Proficiency  AAPPL - ACTFL Assessment of Performance toward Proficiency in Languages (8 languages)  ‘Practice makes proficient not perfect’  K-12 and professionals  Avant (four skills; 11 languages)  ‘Language assessment that measures what matters’  STAMP 4S Proficiency Assessments (Grade 7- college)  STAMP 4Se Proficiency Assessments (Grade 3-6)

23. Authentic Tasks/Topics  Listening to weather forecast in...  Reading a bus/train schedule.  Writing a vacation postcard to a friend (Tú) vs. a letter to the principle (Ud.)  Speaking to the manager to complain about food (pragmatic skills).

24. Standards-Based Assessment AAPPL - ACTFL Assessment of Performance toward Proficiency in Languages http://aappl.actfl.org/about-aappl

25. LTI - Language Testing International  Candidates for government agencies and private companies  K-12 language licensure programs  Exit interviews for graduation  “Proficiency notion” – Standford  Qualifications for TAs Advanced Language Proficiency http://www.languagetesting.com #1

26. http://www.languagetesting.com/oral-proficiency-interview-computer-opic 7 questions from simple to complex

27. http://aappl.actfl.org/about-aappl K-12 $20 #2

29. Tasks: Interpretive (listening)  Novice: Listen to a podcast and fill out the weekly events; lunch menu  Intermediate: Listen to a news clip about how to protect the environment  Advanced: Watch a video about the commentary about a artist and his work

31. Tasks: Interpretive (reading)  Novice: Matching descriptions of family members with images  Intermediate: Matching descriptions of special events to promote a museum  Advanced: Read a article about the future of the Olympics

32. Tasks: Interpersonal  Novice: Introduce yourself; talk about your family and friends  Intermediate: Daily routines, activities, sports, books, writers  Advanced: Holiday celebrations or childhood memories; tell stories

38. Tasks: Presentational  Novice: Write an email to an exchange students about 4 things he/she can do in school  Intermediate: Write a blog entry about your plans for this year  Advanced: Write a letter telling your family about your vacation in Spain

40. Please write about four friends here at school. Write their names and say why you are friends with each one of them. Write at least two sentences about each one.

42. http://avantassessment.com/assessments.html

43. https://stamp4ssample.avantassessment.com/stamp4spractice/do/login Kentucky

44. http://avantassessment.com/docs/stamp4s-benchmarks-and-rubric-guide.pdf

47. https://stamp4ssample.avantassessment.com/stamp4spractice/do/testengine Listening Comprehension

48. Speaking Perf ormance

49. Reading Comprehension

50. Writing Performance

51. https://stamp4sepractice.avantassessment.com/stamp4sepractice/do/login

52. http://education.ohio.gov/Topics/Ohios-Learning-Standards/Foreign- Language/World-Languages-Resources/Ohio-Foreign-Language-Model- Assessment-Project

53. Interpretive Communication

54. Interpersonal Communication

55. #1 Presentational Communication

56. #2

59. AP Exams  Interpersonal Communication  Two way interactions  Interpretive Communication  Reading and listening to prompts  Presentational Communication  Oral and written: Ideas and opinions http://apcentral.collegeboard.com/apc/public/courses/teachers_c orner/3499.html

60. Part A: Interpersonal Writing http://media.collegeboard.com/digitalServices/pdf/ap/ap1 4_frq_spanish_language.pdf

62. Presentational Writing

63. Part B: Speaking

64. Interpersonal Skills https://secure- media.collegeboard.org/digitalServices/pdf/ap/ap15_frq_spanish _language_script.pdf

65. Presentational Skills

66. http://apcentral.collegeboard.com/apc/members/homepag e/227262.html

67. https://secure- media.collegeboard.org/digitalServices/pdf/ap/ap15_spanish_language_sg.p df AP Scoring Guidelines

68. Rubric Conversion Scale #1

69. #2

70. http://education.ohio.gov/getattachment/Topics/Academic-Content- Standards/Foreign-Language/Ohio-Foreign-Language-Model-Assessment- Project/Appendix_1.pdf.aspx #3

71. Holistic Scoring Rubrics 3. Exceeds expectations Message effectively communicated; rich vocabulary; highly accurate; fully covered content 2. Meets expectations Message generally comprehensible; appropriate vocabulary; some patterns of errors; adequate content 1. Does not meet expectations Message communicated with difficulty; inappropriate vocabulary; patterns of errors; insufficient information

72. Digital Recording Tools http://www.teachertrainingvideos.comhttp://www.teachertrainingvideos.com - Video demonstrations

73. https://audioboom.com/elizabethjbarrett

74. http://voicethread.com/?#q+el+perro+Frederico.b3205219.i16999401

75. Speaking: Stereotypes http://voicethread.com/new/myvoice/#thread/6657054/34727917/36126820

76. Discussing a Movie via Zoom http://intercambiotelecolaborativo.wikispaces.com/YouTube+videos+from+US+a nd+Spain

77. Role of Technology via Zoom http://intercambiotelecolaborativo.wikispaces.com/YouTube+videos+f rom+US+and+Spain

79. Final Remarks  Move to a performance-based program  Read the ACTFL Performance Descriptors http://www.actfl.org/sites/default/files/pdfs/ACTFLPerformance- Descriptors.pdf http://www.actfl.org/sites/default/files/pdfs/ACTFLPerformance- Descriptors.pdf  Novice, Intermediate and Advanced Range; three Modes of Communication  Re-write the curriculum with the Can Do Statements in mind

80. Standards-Based Instruction  90% of the target language  Meaningful and real-world tasks  Use of authentic materials  Understanding cultural products, practices and perspectives  “Drive-thru-window” – Exist in other cultures?  “Siesta” – Power nap?

81. Criteria for Authentic Assessment  Topics of interest to students  Real-world communication contexts  Creative use of using the target language  Evaluation criteria are known to students  Allow for self-evaluation

82. A Useful Book The Keys to Assess Language Performance: Teacher’s Manual Available at actfl.org

84. http://lleeunh.wordpress.com/my- blogs/ Look for: NHAWLT 2015 Lina Lee llee@unh.edu PowerPoint