1. Standards Based Grading in the World Language Classroom Part 2 - Assessing Student Performance Central States Conference on the Teaching of Foreign Languages March 20, 2014 http://eurekaworldlanguage.wikispaces.com/home

3. Who are we and why are we here? Julie Weitzel, Lafayette High School, Spanish I and II Denise Pahl, Eureka High School, Spanish III and IV Kim Lackey, Eureka High School, Spanish III and IV

4. Unit Planning What will be the focus? What will be assessed? How will it be assessed? Which standards will be addressed? How will culture be interwoven? What resources do we need? (Beyond the textbook…)

5. How can we design a scoring guide that is... standards based, uses a 50-100 scale, gives meaningful feedback to teachers, students, and parents uses standards-based indicators (advanced, proficient, developing, minimal), and uses a logical/mathematically-sound conversion to percentages that is student, parent, and gradebook friendly?

6. 50 -100 Scale - Rick Wormeli

9. Can confidently move forward Usually AlwaysSometimes / Rarely Rarely / Never Common Vocabulary used on Scoring Guides

10. Best Practices for using Scoring Guides Limit criteria to essential skills only. Share the scoring guides with students in advance! Formative work is key. Students can practice using the scoring guide on a sample assessment. Students can choose essential criteria. Grade while it still matters. Feedback immediately communicates students’ strengths and weaknesses.

11. Student Reaction to Scoring Guides

12. This same format for a scoring guide can be applied to... Presentational Speaking Assessments Reading and Listening Assessments Interpersonal Speaking and Writing Assessments Vocabulary Assessments Grammar Assessments Cultural Competence Assessments Pronunciation Assessments and more!

13. What do I need to know (technically speaking) to create this type of scoring guide? 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 · Subtract Y from 100 and each result to get the percentages. Round off to nearest 10th.

14. What do I need to know (technically speaking) to create this type of scoring guide? Decide what criteria you will focus on (content, organization, vocabulary use, comprehensibility, etc). Decide if you want to weight each criteria the same (1, 2, 3, 4? 1, 2, 3? 2, 4, 6, 8?) Count up the total number of points for the lowest possible score. Count up the total number of points for the highest possible score.

15. What do I need to know (technically speaking) to create this type of scoring guide?

16. Adding performance levels When deciding the cut off for Advanced, Proficient, Developing, and Minimal, you may want to consider what a student needs to get to have each total raw score. For example, if a student has 2 “Proficient” scores and 1 “Advanced” score, their overall score would be “Proficient. ” 3456789101112 50%55.5%61.1%66.7%72.2%77.8%83.3%88.9%94.4%100% MinimalDevelopingProficientAdvanced

17. What do I need to know (technically speaking) to create this type of scoring guide? Microsoft Word - Tables! Distribute Columns - the Equalizer Split and Merge Cells Basic Counting How to follow a formula (or cut and paste)

18. Let’s create a template! A five criteria scoring guide tends to be common for presentational writing or speaking assessments.

19. How we set up our Online Gradebook Our Infinite Campus Categories: 25% Linguistic and Cultural Competence 25% Presentational Communication 25% Interpretive Communication 25% Interpersonal Communication 0% - Inactive category/assignments for Formative Work (Homework, Participation, Practice Quizzes)

20. How we set up our Online Gradebook 25% Linguistic and Cultural Competence Vocab Quizzes Grammar Quizzes Cultural Competency Evaluations Pronunciation Assessments Lifelong Learning Projects

21. How we set up our Online Gradebook 25% Presentational Communication Writing – Essays / Paragraphs responding to a prompt – Integrated vocabulary and grammar quizzes (split the grade, part for Linguistic Competence, part for Presentational Communication) Speaking – Small group presentations – Whole class presentations – Video narration – Voicemails - speaking for an audience of one

22. How we set up our Online Gradebook 25% Interpretive Communication Listening / Viewing Reading Questions - Reflect Common Core State Standards and AP Language and Culture expectations

23. How we set up our Online Gradebook 25% Interpersonal Communication Speaking – Small group (3-5 students) – Speaking in pairs / with teacher – Lots of formative work! – Prompts = Conversation Starters Writing – Google Docs, Today’s Meet – Simulate an online chat / texting situation – Letter writing / responding to correspondence

24. Examples of assessments in the context of units from levels II, III, and IV Mi casa es su casa unit – Spanish III Mitos y leyendas unit – Spanish II El cine español unit – Spanish IV

26. Vocabulary Comprehension

28. Scoring Guide

29. ●Matching ●Reading (Fill-in-the-blank with a word bank) ●Reading (Multiple Choice) ●Reading (circumlocution - matching) ●Listening (identify the words that you hear) ●Listening (associate phrase with image and put them in order) Other formats we frequently use to assess vocab comprehension

30. Vocabulary Production

32. Scoring Guide

33. Scoring Guide - Long version

34. Interpersonal Writing Prompt: ¿Dónde vives? ¿Cómo es tu hogar? Ideal = Students work in pairs Google Docs - One student creates a Document using Google Docs and shares it with their partner. Google Docs allows students to work collaboratively on the same document and to see the changes their partner makes. Use Bold and Italics to show who is “talking.”

35. Scoring Guide

36. Presentational Speaking - video

37. Scoring Guide

38. Interpretive Viewing Students will watch 4 shorts videos. These have been downloaded form YouTube.

39. Interpretive Viewing: Source, Purpose, and Intended Audience

40. Interpretive Viewing: Supporting Details

41. Interpretive Viewing: Vocabulary in Context

42. Interpretive Viewing: Scoring Guide

44. Grammar Assessment

45. Grammar Scoring Guide

46. ●Knowledge, Application, Communication ●Verb conjugations - Choose & Change (give score for vocab and grammar). ●Separate scores between choice, agreement, syntax/placement Other formats we frequently use to assess knowledge of grammar concepts

47. Interpretive Reading

48. Interpretive reading: Supporting Details

49. Interpretive Reading Supporting Details

50. Interpretive Reading: Grammar interpretation

51. Interpretive Reading: Meaning from context

52. Interpretive Reading: Main idea

53. Interpretive Reading: Scoring Guide

54. Presentational Writing Escribe “La leyenda del nopal” en tus propias palabras. Usa el pretérito y el imperfecto para narrar en el pasado.

55. Presentational Writing

56. El cine español - Spanish IV

57. Interpersonal Speaking Must have lots of formative practice (daily conversations about high interest topics) Small group conversations, “Speed dating” activity, one-on-one conversations with teacher Work to find solutions to classroom management challenges Goal - conversations with native speakers!

58. Interpersonal Speaking

59. Scoring Guide

60. Pronunciation Assessment

61. Pronunciation Scoring Guide

62. Lifelong Learning Project

64. What about final exams? Final Exams should reflect the same scoring categories that students have been assessed on all semester. –Interpretive, –presentational, and –interpersonal communication –+ cultural and linguistic competence

66. Key Points Let the World-Readiness Standards for Learning Languages guide everything that you do with your students! Choose to include assessments of what students know and are able to do in the language in your gradebook. Make unit planning a priority and choose real-world scenarios with logical assessments. Work together and develop your skills and resources over time.

67. What will be your take-away from this afternoon? Who will you share this with? Unit Planning and the World-Readiness Standards for Learning Languages Scoring Guides - standards based, proficiency indicators, 50-100 scale, conversion to gradebook-friendly percentages, meaningful feedback. Specific Units (Mi casa es su casa, Una leyenda mexicana, El cine español) Specific Assessment Types (Vocabulary comprehension/production, Interpersonal Writing, Presentational Speaking, Interpretive Listening/Viewing, Grammar, Interpretive Reading, Presentational Writing, Interpersonal Speaking, Pronunciation, Cultural Knowledge, Final Exam)