1. AE Revisioning Group November 2012 Work Broadcast: November 2, 2012

2. Agenda World Language Assessment Examples (AEs) Overview & Timeline
Parameters of an AE
PICK 1 Activity
Next Steps & Questions
During this meeting, we will be discussing the work to be accomplished and the project timeline.  We will also be determining the exact process to be used, so be thinking about how you work best and the strengths that you bring to this group in regards to assessment, proficiency-based instruction, and experience as an educator.

3. Overview Revise 22 AEs Create complete set of 96 AEs
Apply and test AE parameters
Work individually or with a partner
Post to AE Revisioning Group page
AE+Revisioning+Group
Create complete set of 96 AEs
Expand to approximately 250 AEs

4. Timeline Date Tasks to be completed Fri., Nov. 2
AE Revising Group webinar to launch work
Thurs., Nov. 15
Total of 10 AEs revised and posted
Wed., Nov. 28
Total of 22 AEs revised and posted
Fri., Nov. 30
Submit Independent Work Record Forms for contact hour certificates
Mon.-Tues., Dec. 3-4
Share complete set of 96 with Proficiency 201 Team during face-to-face meeting for expansion suggestions, PD development and sample student work collection
Spring 2013
Continue with project and expand to 200+ AEs so that all program areas have examples

5. Parameters of an AE

6. A 21st Century Assessment System Must Include Both Formative and Summative Assessment
The 21st century will usher in a new era for how teachers utilize assessment systems. The new model will include both summative and formative assessment. In contrast to summative assessment, formative assessment is more focused on collaboration in the classroom and identifying learning gaps that can be addressed before the end-of-year assessments.
This section of the NCDPI website ( has been developed in an effort to provide North Carolina teachers with a basic understanding of formative assessment and illustrate the role it could play in a comprehensive, balanced assessment system.
The tools and strategies contained on these web pages are intended to serve as a primer for teachers wishing to learn more about how formative assessment could impact their instruction and help their students achieve targeted learning goals.
A comprehensive balanced assessment system includes classroom assessments, interim/benchmark assessments, and statewide assessments that are aligned to state standards. Each component is important and should be valued for what it contributes.
Formative assessment is found at the classroom level and happens minute-to-minute or in short cycles. Formative assessment is not graded or used in accountability systems. The feedback involved in formative assessment is descriptive in nature so that students know what they need to do next to improve learning.
Summative assessments are found at the classroom, district and state level and can be graded and used in accountability systems. The information gathered from summative assessments is evaluative and is used to categorize students so performance among students can be compared.

7. Assessment Examples (AEs) are:
Prototypical performance assessments that allow students to demonstrate what they know and can do with the language
Identified for 1 proficiency level
Focused on 1 Essential Standard (ES)
Addressing one or more Clarifying Objectives (COs)

8. Assessment Examples (AEs) are:
Attached to scoring guidelines that center on the . . .
Quality of language production
Use of the target language
Used flexibly in the classroom, department, school, district, etc.
Adapted and scored locally by teachers IF used summatively

9. 22 AEs are ready and waiting to be revised on the wiki’s
AE Revisioning Group page
AE+Revisioning+Group

10. Activity: Pick 1 – Ponder
Questions to consider:
Which ES & CO is this AE written to at this moment?
What issues need to be addressed in this AE?
What does the public feedback about this AE indicate?
Look through the list of AEs on the AE Revisioning Group wiki page (
AE+Revisioning+Group) and download 1 RevisewFeedback document to PONDER
using these questions

11. Activity: pIck 1 – Initiate revisions
How is the proficiency level evident in the AE?
How does the AE task allow a student to demonstrate what they can do with the language?
What adjustments are critical so that this AE is clear and can be adapted?
Look at your AE document and INITIATE revisions
using these questions

12. ACTFL Proficiency Levels
Superior-Distinguished-Native
Advanced
Intermediate
Novice
Advanced – Paragraph Level
Narrate and describe in past, present and future and deal effectively with an unanticipated complication
Intermediate – Sentence Level
Create with language, initiate, maintain and bring to a close simple conversations by asking and responding to simple questions
Novice – Word Level
Communicate minimally with formulaic and rote utterances, lists and phrases

13. ACTFL Proficiency Levels
Advanced
(Storyteller)
Use Parrot – Survivor – Storyteller metaphor
Activity: Discuss this slide and distribute posters for review. Then go through next slide(s) and ask participants to share observations.
Clipart from Word
Intermediate
(Survivor)
Novice
(Parrot)

14. Learning Trajectories
← NL and NM
IH, AL, AM →
Novice High (NH)
Intermediate Low (IL)
Intermediate Mid (IM)

15. Learning Trajectories
← NL and NM
IH, AL, AM →
Novice High (NH)
Intermediate Low (IL)
Intermediate Mid (IM)
Simple phrases and short sentences
Familiar topics without visuals
Short interactions / messages
Simple texts / descriptions / questions

16. Learning Trajectories
← NL and NM
IH, AL, AM →
Novice High (NH)
Intermediate Low (IL)
Intermediate Mid (IM)
Simple phrases and short sentences
Familiar topics without visuals
Short interactions / messages
Simple texts / descriptions / questions
Series of phases and sentences
Unrehearsed situations
Limited discourse
Familiar situations with some details
Familiar topics and experiences
Questions
Short conversations
Main ideas and a few details

17. Learning Trajectories
← NL and NM
IH, AL, AM →
Novice High (NH)
Intermediate Low (IL)
Intermediate Mid (IM)
Simple phrases and short sentences
Familiar topics without visuals
Short interactions / messages
Simple texts / descriptions / questions
Series of phases and sentences
Unrehearsed situations
Limited discourse
Familiar situations with some details
Familiar topics and experiences
Questions
Short conversations
Main ideas and a few details
Variety of familiar topics with many details
Unfamiliar topics with some details
Personal opinions
Uncomplicated settings where communication is straightforward
Series of connected sentences
Simple factual presentations
Unfamiliar academic vocabulary
Spontaneous conversations

18. Activity: piCk 1 – Consider all
Look at your AE revision and CONSIDER
all 3 World Language Programs using the following charts and the Learning Trajectory from
he WLES Crosswalk

19. Proficiency Expectations Classical Languages
Novice
Intermediate
Advanced
Interpretive
Listening
Reading
Levels I, II
Level I
Levels III, IV, V, VI
Levels II, III, IV
Levels V, VI
Presentational
Speaking
Writing
Levels I - VI
Classical Language programs involve the study of Latin and Ancient Greek, languages that are no longer a native or first language for any population. However, both languages are accessible to 21st Century students through literature and have a significant impact on learning in other disciplines, such as modern languages, art, law, government, medicine, and so on. The primary focus in Classical Language learning is the development of Interpretive Reading skills. Interpretive Listening, as well as Presentational Speaking and Writing, are ancillary skills that support language learning. These modalities are of particular value for students with different learning styles and of various ages.
Since the focus of Classical Languages is on the written and not the spoken word, the following differences appear in the way the exit proficiency expectations are written:
Classics students will spend little time on Presentational Speaking beyond the Novice Level. While it is important that students appreciate the fact that Classical Languages were once used to communicate orally, there is little point in becoming proficient in speaking a Classical Language.
An increased use of oral techniques appears in the Intermediate Levels in the study of poetry and oratory, where sound adds to the meaning of the literature.
Since the primary focus is Interpretive Reading, students progress more quickly in their reading skills, and, if they continue to study the language, they will be able to read original authors such as Caesar, Vergil, Ovid, Catullus and others.

20. Proficiency Expectations Dual & Heritage Languages: DLI
Alphabetic
Languages
Novice
Intermediate
Advanced
Interpersonal
End of 2nd grade
End of 5th grade
(Low – Mid sublevels)
End of 8th grade
(Mid – High sublevels)
End of 12th grade
Interpretive
Presentational
The focus of dual language/immersion programs is to help students become proficient in a target language, in addition to English. These students master subject content from other disciplines, using the target language or both languages.
Research shows:
All students develop high levels of proficiency in the target language and English.
Academic performance of students is at or above grade level.
Students demonstrate positive cross-cultural attitudes and behaviors.
Four different models of dual language/immersion programs exist in North Carolina for students to become bilingual, biliterate, and bicultural. Specific program models vary, based on how instruction is scheduled between the target language and English, with varying levels of proficiency upon completion of the program(s):
Two-Way programs group native speakers of English with native speakers of the target language. The mix is approximately 50% of each group. Content is delivered in the target language and in English.
Full Immersion programs primarily serve native speakers of English in an environment where the target language is used exclusively. Content is delivered in the target language. English Language Arts is typically introduced around grade 2.
Partial Immersion programs primarily serve native speakers of English in an environment where the target language is used for some portion of the day. Content is delivered in the target language and in English.
Developmental Bilingual programs are designed to help non-English speakers learn English, as well as to maintain and improve their native or heritage language skills. Content is delivered in English and in the heritage language.
Please go to for more information about these models.
Proficiency expectations are presented as ranges to accommodate the different models of dual language/immersion programs and the varying amounts of time spent learning content in the target language. Proficiency would be assessed at the end of each gradespan.
Clipart from Word

21. Proficiency Expectations Dual & Heritage Languages: HL I & II
Alphabetic
Languages
Novice
Intermediate
Advanced
Interpersonal
Level I (IL)
Level II (IM)
Interpretive
Reading: Level I
Listening: Levels I & II (IL & IM)
Reading: Level II
Presentational
Speaking: Level I
Writing:
Level I & II (NM & NH)
Speaking: Level II
Use Parrot – Survivor – Storyteller metaphor
Make these charts into posters too? Quiz at end with prize a set of laminated posters to take home?
Make sets for prizes and conference presentations?
Clipart from Word

22. Proficiency Expectations Dual & Heritage Languages: HL I & II
Logographic
Languages
Novice
Intermediate
Advanced
Interpersonal
Level I
Level II
Interpretive
Listening: Level I
Reading: Levels I & II (NL - NM & NH)
Listening: Level II
Presentational
Speaking: Level I
Writing: Levels I & II (NL - NM & NM - NH)
Speaking: Level II
Use Parrot – Survivor – Storyteller metaphor
Clipart from Word

23. Proficiency Expectations Modern Languages
Alphabetic
Languages
Novice
Intermediate
Advanced
Interpersonal
Levels I, II
Levels III, IV, V
Levels VI, VII, VIII
Interpretive
Presentational
Levels I, II , III
Levels IV, V, VI
Levels VII, VIII
Levels VI, VII, VIII
Use Parrot – Survivor – Storyteller metaphor
Make these charts into posters too? Quiz at end with prize a set of laminated posters to take home?
Make sets for prizes and conference presentations?
Clipart from Word

24. Proficiency Expectations Modern Languages
Logographic
Languages
Novice
Intermediate
Advanced
Interpersonal
Levels I, II
Levels III, IV, V
Levels VI, VII, VIII
Interpretive
Levels I, II, III
Levels IV, V, VI
Levels VII, VIII
Presentational
Levels I, II, III, IV, V
Levels V, VI, VII, VIII
Use Parrot – Survivor – Storyteller metaphor
Clipart from Word

25. Proficiency Expectations Modern Languages
Visual
Language
Novice
Intermediate
Advanced
Interpersonal
Levels I, II
Levels III, IV, V, VI
Levels VII, VIII
Interpretive:
Receptive & Fingerspelling
Level I
Levels III - VII
Levels II, III, IV, V
Level VIII
Levels VI, VII, VIII
Presentational
Expressive & Glossing
Levels I, II, III
Levels IV, V, VI
Use Parrot – Survivor – Storyteller metaphor
Clipart from Word

26. Activity: picK 1 – Kick it back!
Save your revised AE and replace the RevisewFeedback in the file name with Revised
Upload your revised AE
Repeat PICK 1 as needed
Finalize your AE revision and
KICK it back
to the AE Revisioning Group
wiki page (
AE+Revisioning+Group)
using the instructions

27. Next Steps & Questions
Revisions for AEs Independent Work Record Forms for Revisers

28. Curriculum & Instruction World Languages
NCDPI
World
Languages
website
Helga Fasciano Section Chief of K-12 Program Areas
Ann Marie Gunter World Language Consultant