1. Developing Instructional Pathways Curriculum Leading to Student Performance © all rights reserved gmeaders_ch

2. Let’s Take This as GIVEN: Foreign language instruction and assessment have a direct impact on student satisfaction, which directly impacts retention, which directly impacts how many students become functional language users, and future attitudes toward / support for language learning

3. Motivation Theory interest relevance expectancy outcomes Greg Duncan, 2009 Student Goal: Speak the Language I can... ~~~~~~~ ~~~~~~~~ ~~~~~~~ ~~~~~~~~~~ ~~~~~~~ ~~~~~~ ~~~~~~~ Daily lessons Assessment Motivation Theory interest relevance expectancy outcomes

4. A test will influence... teaching learning how teachers teach what teachers teach what learners learn how learners learn the rate and sequence of learning the rate and sequence of teaching the degree and depth of learning the degree and depth of teaching attitudes toward the content Alderson and Wall, 1992

5. If,Then, But, So

6. The key to effective testing is the realization that testing has a profound effect on what goes on in the classroom. Teachers are motivated to teach and students are motivated to study material which will be covered on tests. Krashen & Terrell, 1983

7. Large conceptions of evaluation cannot go forward without a larger conception of teaching. If teaching is skill sheets, textbooks, basal readers, and simplified explanations, a larger view of assessment is not likely to take root. Who wants, for example, a portfolio of skill sheets? We have a chance to construct something better. ~ Vito Perrone Director of Harvard's Teacher Education Program

8. Using an approach in the classroom that emphasizes the ability to exchange messages, and at the same time testing only the ability to apply grammar rules correctly, is an invitation to disaster. Krashen & Terrell, 1983

9. Students should be presumed innocent of understanding until convicted by evidence. McTighe, 2007

10. Learning in a classroom happens when most of the people are thinking most of the time. Dylan Wiliam (SETT 2005)

11. To maximize student success, assessment must be seen as in instructional tool for use while learning is occurring, and as an accountability tool to determine if learning has occurred. Because both purposes are important, they must be in balance. NEA Balanced Assessment: 2003

12. Plan lessons that will enable students to show you the results you want Decide what you want students to know and be able to do at the end of the unit Determine how students will show you what they can do Step 3 Step 1Step 2 Planning for Performance Wiggins & McTighe, 2006

13. Stage 1: Expectations? What do you want students to Know, Understand, and be able to Do: –At the end of this Year? –At the end of this Semester? –At the end of this Grading Period? –At the end of this Unit?

14. Stage 2: Performance? How do you want the students to demonstrate their learning? –When? –Mode? –Skill? –Where does this fit in the PLAN?*

15. Stage 3: Learning Experiences & Instruction? Focus on learning: –What strategies will yield the most learning for the most students? –Of all the strategies that you could choose, why did you chose the ones you did? –How will you best promote student ownership of the learning? –How will you prepare students for the performance(s)? When/where will you give descriptive feedback?

16. Greg Duncan, TALS 2006 1

17. F-L3-GEN Text TypeComprehensibilityTask Completion Language Control Cultural Appropriateness 3phrases and sentenceseasily understood by sympathetic readertask completed and exceeds requirementsno significant errors consistent use of culturally appropriate language 2 lists of words and phrases understood with effort by sympathetic reader task completed meeting minimum requirements minor or infrequent major errors some evidence of culturally appropriate language 1word fragments confusing/largely incomprehensible to symp. reader task not completed or missing key components major and/or frequent errorsuse of culturally inappropriate language 0little or no textlittle or no meaning little or no evidence of ability to carry out task little or no controloffensive You are going to live with a host family in Switzerland next semester. Since they will be preparing most of your meals, write an email in French in which you tell them in as much detail as you can about the foods you like and dislike, and why. Greg Duncan, TALS 2006 2

18. F-L2-GEN Text TypeComprehensibilityTask Completion Language Control Cultural Appropriateness 3phrases and sentenceseasily understood by sympathetic readertask completed and exceeds requirementsno significant errors consistent use of culturally appropriate language 2 lists of words and phrases understood with effort by sympathetic reader task completed meeting minimum requirements minor or infrequent major errors some evidence of culturally appropriate language 1word fragments confusing/largely incomprehensible to symp. reader task not completed or missing key components major and/or frequent errorsuse of culturally inappropriate language 0little or no textlittle or no meaning little or no evidence of ability to carry out task little or no controloffensive You are staying with a Canadian family. Your host mom has asked you and your host sister to do some house chores. You finished all but three (the three you hate the most). Leave a note or list for your sister telling her what to do before you mom gets home at 5:00. Greg Duncan, TALS 2006 3

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