Student Learning Objectives LinguaFolio Integrated Performance Assessments

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Student Learning Objectives  Teacher evaluation  50% on student performance Ohio Department of Education

Student Learning Objectives Ohio Department of Education

SLO Scoring Matrix

Percentage of students that met or exceeded growth target Descriptive rating Numerical rating 90-100 80-89 70-79 60-69 59 or less Most Effective Above Average Average Approaching Average Least Effective 5 4 3 2 1

ODE    Requires 2 SLOs.

If you are teaching multiple levels, you can do one SLO per level.

If you are only teaching one level, you will have to divide your SLO in some fashion. You could possibly do a communication SLO and a culture SLO as our standards are divided that way.

Same old, same old?

Change in standards focus

Original ACTFL More communicative Wisconsin Department of Public Instruction

Ohio Standards Ohio Department of Education

Ohio Standards Ohio Department of Education

Ohio Standards Ohio Department of Education

Ohio Standards Ohio Department of Education

Ohio Standards Are you assessing these?

What do your assessments look like?

We need to make an honest assessment of our assessments!!

ODE site  Google ODE  Educator Evaluation  Student Growth Measures (learn more)  All the documents you need are there  Student Learning Objectives Guidebook   SLO Scoring Template Example of annotated World Language SLO

SLO for only level 1  For your baseline data, use the LinguaFolio assessment as in this data.

example. Novice Low and Novice Mid assessment. Also for background information and a proficiency check, use a pre You must be advocates in your district to explain why level 1 SLOs have minimal OR  You may wait for two weeks or more, give an assessment and use that as your baseline.  You will still be looking for Novice Mid 1, 2, or 3 by the end of the year according to ACTFL recommendations.

Self-assessment checklists 1 •Novice mid 2 •Novice high 3 •Intermediate low 4 •Intermediate mid AP •Intermediate high

Student Learning Objectives

Doable

• Don’t back yourself into a corner that will be too difficult to measure • Allow room for all students to succeed and grow • Keep records • Don’t recreate the wheel, work collaboratively

What you can’t use....

   Use grammar based tests Use multiple choice tests

exclusively

Use vocabulary only based tests 

These are formative assessments that are not proficiency based and do not align with our standards.

Formative or summative?

  Formative- “forming” the students knowledge  Percentage of grade?

 Practicing with the grammar and vocabulary Summative- “Summing up” what they know   Percentage of grade?

IPA

Suggestions     Do teach grammar and vocab Do practice with both Do quiz them on both Do give them a summative test that is interpretive, interpersonal and presentational communication

What you can use...

    Integrated Performance Assessments LinguaFolio Any type of portfolio Proficiency based assessments

New experience  Start with the assessment goals  I can... (make them really student friendly)  Talk about my school telling what I like and dislike  Talk with a kid in the Dominican Republic and compare our schools  Talk about what I really like to do and do after the bell rings  Talk about some of the people I know (and ones I wish I didn’t know)  ETC. Whatever captures your students’ interest according to their age.

Teach    The grammar  Conocer/saber   Vocabualry Hace..que

  más que...

etc.

The culture of the schools Talk, talk, talk,   Ask and answer questions Skype

Formative assessments     Vocabulary quiz Saber/conocer quiz Stem changing verb quiz Etc.

Summative assessment    Sit in group and talk about school with classmates and me. Answer and ask questions.

Listen to the conversation and answer, summarize anything that makes them listen to the whole, not specific tiny words  Not multiple choice Write a letter to your host family that you are going to visit in the summer. Show me what you have learned. Impresiona a la Sra. Assessment sample

Hudson City Schools    We are teaching grammar, vocabulary etc. and using regular quizzes for formative testing/quizzing.

After each chapter, we are giving an IPA type test. It includes listening, reading, writing and speaking. There is no fill in the blank or pick the right…. At all. It is showing what kids can do with the language with their interpretive, interpersonal, and presentational skills in the language.

We use a performance based proficiency rubric for these tests.

Hudson City Schools   For the SLO at midterm and final for first year, and at the beginning, midterm and final for levels 2, 3, 4, AP, we will also give an IPA exam that we will use a proficiency based rubric according to level.

for to assess if they are at the novice mid, high, intermediate low, mid, or high We are also using the LinguaFolio checklist of “I can” statements as back up and to let us know what level they are going to fall into before we give them an IPA. We will keep a Dossier of their work for this to prove they are where they self-assess.

LinguaFolio

Three parts

• Language Biography (3 components) • Language Background • Interculturality • Self-Assessment Checklists • Language Dossier • Language Passport NCSSFL

 Students only need to get 70% of the “I can..” statements to be at the level 1.

Language Background 

Learning Inventory



"How Do I Learn"

 Documenting Language Background (optional templates) 

Learning Summary



Language Activities

Interculturality  Interculturality refers to the interaction of people from different cultures, using authentic language appropriately to demonstrate knowledge and understanding of the cultures.

Self-assessment checklists  Interpretive Listening Checklist  Interpretive Reading Checklist  Interpersonal Communication Checklist  Presentational Writing Checklist  Presentational Speaking Checklist  Rewritten in an Excel format

Self-assessment checklists for the SLO      To differentiate between  Novice mid 1,2,3     Novice high 1,2,3 Intermediate low 1,2,3 Intermediate mid 1,2,3 Intermediate high 1,2,3 Any level 1 would be 70% of the “I can...” statements Any level 2 would be 80% of the “I can...” statements Any level 3 would be 90% of the “I can...” statements Note: The bullet points are only suggestions. You need to complete the main “I can..” statement.

Dossier  For the Language Dossier , you will choose a collection of work samples and certificates to document your language skills, experiences, and achievements.

Language Passport  The Language Passport provides a comprehensive picture of what you can do with language. It summarizes information from your Language Biography, including when you reach what proficiency level based on the can-do checklists; your interculturality; and formal qualifications, certificates, or diplomas. Together, the information in your Passport gives an overview of your experiences and competencies with different languages.

LinguaFolio      http://ncssfl.org/secure/ download papers   print save in google drive/student server/flashdrive First year  Don’t do checklists until semester Update beginning of year, mid-term, final Upload only samples, not everything for proof

Integrated Performance Assessments    I am not telling you to completely change your methodology I am not telling you to discard the grammar and vocabulary quizzes I am asking you to “cross over the bridge” and apply what they have learned and prove it in an IPA formative summative

Guarantee!!



I guarantee you that your students will not leave your class saying “I took 4 years of ... and I can’t say a word...”

Latin, Greek, Russian, Chinese, Arabic, ASL 

Adjust proficiency level to your recommended level according to ACTFL



See page ll in ACTFL descriptors

IPA (Integrated Proficiency Assessment)

IPA (Integrated Proficiency Assessment)

ACTFL      New ACTFL Performance Descriptors for Language Learners.

ACTFL proficiency guidelines Use to develop rubrics Modify rubrics from ACTFL Integrated Performance Assessment (on ACTFL site) Learn what the proficiency levels look like and how to assess them.

Integrated Performance Assessments  Theme- shopping and clothes  Have students go to a store’s website  Talk with partners about what they found on sale or what they are going to buy  Write an email to mom about the cool stores in Madrid and what you found to buy online.

Integrated Performance Assessments  Theme schools  Read about grading systems/classes/ etc.

 Skype with student in another country  Do a Venn diagram of comparisons and write a paragraph about which the student would prefer

Integrated Performance Assessments   Rubrics  ACTFL Integrated Performance Assessment Tips  Tape the interpersonal  Assess interpersonal in groups of 4  All have to talk  They have to ask each other questions  They have to talk about the topic

Top Ten “Buts…”    But this is so sudden… Yet another top down mandate… But this takes so much time…    But I teach upper levels… But I’m a grammarian… But our textbooks don’t have this…  But I haven’t had enough training…

Top Ten “Buts…” continued  But I need to get my students ready for  SAT II tests  National Exams  College  AP/IB exams  Life  But my students will never be able to do this…  But I’m going to retire soon…

Thank you!

 I hope all goes well in your quest.

 Contact me at any time, and I will try to help you out!!