Assessment research, resources and examples for SBG-a start

Two documents created by group:

  1. Welcome
  2. Goals-What do you need?
  3. Explaining proficiency to students-how?
  4. A series of activities, readings and reflections.
  5. Review of the 3 buckets and the sub categories..
  6. What do you have already and how do they fit?
  7. Our rubrics, new mini rubrics
  8. Feedback forms
  9. Closure

Agenda day 2
  1. Caremen
  2. Interculturality
  3. Rubrics and activities
  4. Feedback
  5. What do we already have?
  6. Next steps.

Task 1-Some basic reading and discussion

  1. First read-Assessments: The Collateral Damage of SBG
  2. Second read-Promoting Growth Mindset through Assessment

Task 2-a reflection

Task 3-becoming more informed

Tea With BVP://Car Talk// meets second language acquisition-Tea with Bill Van Patten-Michigan State University

Task 4-Assessment examples

CARLA-Center for Advanced Research on Language Acquisition-CARLA-University of Minnesota

is one of the U.S. Department of Education's Title VI National Language Resource Centers, whose role is to improve the nation's capacity to teach and learn foreign languages.
  1. French reading example 1
  2. French reading example 2
  3. German reading example 1
  4. German reading example 2
  5. Spanish reading example 1
  6. Spanish 2 reading example 2

Task 5-Exploring more new ways to assess

COERLL-Introduction to Oral Proficiency Levels-COERLL Language Resource Center-University of Texas-Austin, TX

Welcome, Spanish language educators for all grade levels! We realize the importance of assessing and gauging the progress of your students’ speaking skills, and we understand the challenges you face in this evaluation process.
Introduction to Oral Proficiency Levels is a free open educational resource (OER) that can help you gain a foundational understanding of how to evaluate Spanish speakers. The resource includes:
  • Practice: Video-based practice modules designed to strengthen your understanding of the ACTFL Speaking Proficiency Guidelines and to help you evaluate the speaking levels of your language students.
  • Materials: Editable versions of the practice modules on Google Drive that you can revise and share with other educators.
  • Guidance: Instructions on conducting interviews to assess Spanish learners’ proficiency levels.

Task 6-Some tools to help

CLEAR-Center for Language Education and Research-Michigan State University-Rich Internet Applications

The goal of CLEAR's Rich Internet Applications (RIA) initiative is to create tools that are informed by language acquisition research, and engage language learners in active learning. The RIA suite of applications is comprised of free tools that teachers of any language can use to create cloud-based language teaching materials – or have their students themselves create activities. The applications provide functionality that is aligned with mainstream language instruction, L2 acquisition theory, current practices in assessment, and they allow teachers to perform activities that are not possible or practical in conventional classrooms.

Task 7-A national assessment we are trying this year in some schools

AAPPL-The ACTFL Performance Assessment Toward Proficiency in Language
  1. Visit AAPPL site
  2. Try A demoDo form A-scroll down to links
  3. Information about AAPPL score reports

Task 8-Schoology-Spanish resources

  1. Schoology login
  2. Go to Courses
  3. Click on TSD Spanish Educators
  4. Spanish resources to share

Task 9-Padlet responses

  1. Padlet for Article 1-Just click it and type your thoughts
  2. Padlet for Article 2-Just click here and type your thoughts

Task 10-Communcation strategies and activities

  1. Interpersonal communication strategies and activities
  2. Creative writing prompts-from Jodi Moorcroft

Task 11-Videos

  1. Developing learner targets-unit benchmarksDeveloping Learning Targets that guide standards-based learning experiences and indicate what students will be able to do and what they need to know by lesson’s end are an essential part of an effective language learning process
  2. Empowering Student to Use the Target Language - Classroom Vignette: Effective language learning experiences are not complete until students achieve meaningful output. Providing learners the support they need to excel in applying their language learning is as critical as the input the teacher provides. The Teacher Effectiveness for Language Learning Framework identifies the characteristics and behaviors exhibited by a model world language teacher and supports the need to empower students to use the target language.
  3. Engaging & Motivating Language Learners - Classroom Vignette: Engaging learners is critical to the success of any learning environment. We must capture students’ interest and attention before meaningful learning can occur.

Task 12

  1. Shared TSD Google folder for TSD WL Standards-based scoring