002.A.1.4 World Language Assessment

Invitation:

From: Laura Bradford
Sent: Tuesday, August 03, 2010 11:07 PM
To: Christine Gonzales
Subject: FW: Utah World Language Assessment from Today's Discussion

Hola Cristina,

Aquí te envio la información sobre el entrenamiento la próxima semana.  Por favor lee el papel adjunto antes de que le llames a Bonnie para decirle que vas a ir.

Laura

From: Bonnie Flint [bflint@dsdmail.net]
Sent: Friday, May 21, 2010 2:56 PM
To: Laura Bradford; j.tharp@utah.edu; lagoba@uvu.edu; cmhansen@weber.edu; TMATHEWS@weber.edu
Subject: Utah World Language Assessment from Today's Discussion

Hello Everyone,

It was great to be able to start a discussion of where we need to be going in World Language instruction and assessment.  As I mentioned, we have begun a three-district consortium to implement a new assessment method that we anticipate will go state-wide next year.  It can be used at any age, but we are currently focusing on 7-12.

Attached is a synopsis of what we are doing and why.  I hope you will take the time to read it and respond. 

Our initial training will be August 9-13 at Woods Cross High School which is just off the 2600 South exit in North Salt Lake (almost to Bountiful).  It will be from about 8:00 - 3:30 each day, but that start time could change slightly.  Here's a tentative syllabus:

Monday & Tuesday - COCI Training

Wednesday - CWCA Training

Thursday -  CRCM Training

Friday - Summation AND Ideas and Methods of creating a proficiency based classroom

We would like to officially invite you to participate.  If interested, just let me know and we'll sign you up.   We understand that this won't immediately fix all of our problems, but it is a start and we are moving in the right direction.  With your help, we will all get there faster.  If you know of any colleagues at USU, BYU or other state universities who should participate, please let me know. 

Bonnie

Bonnie Peterson Flint, BA, MAT

Davis School District

- Secondary World Languages Supervisor

- Davis Reads Coordinator

45 E. State Street

Farmington, UT  84025

(801) 402-5166 - telephone

(801) 678-0299 - cell

Sharon Gracia’s  

_______________________________

Utah World Language

Assessment Consortium

Creating and implementing a keystone exam for Utah’s World Language classrooms

Davis School District Bonnie Flint

Granite School District Sharon Gracia

Canyons School District Jill Landes-Lee Jill Baillie

“If you don’t know where you’re going,

it doesn’t matter how you get there.”

The Keystone: Assessment

A visit to Europe is never complete without a visit to one or two cathedrals. As the medieval architects built their walls of lacy stone, they had already planned how they would hold the lofty stone arches in place. They knew that they would need one final piece at the apex of the arch—locking all other pieces into position. Each stone of the arch was important but the last stone, the keystone, was vital. Without the keystone, all of the previously laid stones would crumble to the ground.

Assessment, in World Language instruction, is the keystone. Without it, all previous work is directionless and without structure. World Language teachers in Utah are working to bring the beauty and utility of the language to their students, but at the end of it all, there is no apex—no keystone. Our teachers need, and our students deserve, to have their studies held in place by a keystone. Working with the end in mind will ensure that our students meet our expectations.

The Problem

What is the Keystone in Utah? What do we want our students to be able to do with the language they have learned? Do we want them to be able to complete a fill-in the blank grammar test? Do we want them to be able to list 100’s of vocabulary words? Do we want them to be able to complete a verb conjugation grid? No! In Utah, we want more for our students. We want them to be able to communicate in the language. We want them to be able to do this by understanding what they hear and what they read. We want them to be able to do this by expressing themselves in their speaking and in their writing. We want students who can use the language.

Currently, we have no keystone assessment in Utah. Without it, we can’t effectively align our curriculum from district to district, from school to school and even from classroom to classroom. Also, without a common assessment, teachers are not motivated to practice the most-effective language acquisition strategies. Complacency sets in and best-practices are often ignored. Common assessments would help ensure that our students are getting the language experience that they need and want. As a state, a common, end-of-level language assessment—a keystone-- would enable us to build a stronger World Language structure that works together, has strength, and has the ability to stand the test of time.

With that end in mind, we are committed to creating and implementing a common, end-of-level assessment that would test the students’ proficiency in speaking, listening, reading and writing. Results from the assessment will be used to drive curriculum, determine best practices and assign students to the correct level of language course the next year--advancement by ability not by seat-time. 

The Solution

Several years ago, working with a FLAP grant, the California Foreign Language Project (CFLP) created an easy-to-administer set of assessments. With these tools, teachers can assess the proficiency of their students in all four areas: speaking, listening, reading and writing.

The Utah Consortium leaders have trained with the CFLP and are now working to introduce these assessments in Utah. Our first teacher training will be in August of 2010. Up to 70 World language teachers from the three participating districts will train for one week. From there, these teachers will practice these assessments with their students, meet in professional learning communities to support one another, and assist in the training of other teachers in the state.

As members of the consortium, it is our goal to use these initial teachers to help us refine the assessments for Utah’s classrooms and for our Utah State Office of Education World Language standards and benchmarks. Eventually, we will train teachers in other districts and hope to involve higher education in the possible use of these tests to establish benchmarks for placement and enrollment requirements.

Description of the Assessments

COCI - The COCI (classroom oral competency interview) has been in use for about ten years. Based on the ACTFL OPI, the COCI is a 5-7 minute oral exam that educators use to assess students’ speaking proficiency. It is an interactive, holistic assessment of oral performance conducted in a natural conversation-like exchange between an interviewer and a second-language learner. It takes into consideration the context of the communicative foreign language classroom at the secondary level where teachers need a process for evaluating oral language in a manner that is administered, scored, and interpreted rapidly and easily. The COCI targets a relatively restricted scope of language performance, and divides this language use into three major ranges: formulaic, created, and planned language”

Within the first range, formulaic language, student performance is limited to the “comprehension and production of unanalyzed chunks of language or memorized formulas.” Within the second range, created language, student performance involves “rearranging and recombining” language components to “create utterances” and statements in sentences that express personal meaning. Within the third range, planned language, students demonstrate their ability to “coordinate created utterances” and statements beyond sentences into paragraphs.

Within those three major ranges, the COCI focuses on a student’s ability to use the language, and it characterizes language use in three subcategories for each of the ranges: low, mid, and high. The five to seven minute assessment takes the student from a “warm-up” to a dialogue that is intended to establish a range and is aided by probing questions. The dialogue finishes with a “wind-down.”

CWCA - The CWCA (Classroom Writing Competency Assessment) offers teachers an integrated process for creating and assessing writing tasks. This process provides teachers with indicators for measuring the competency of students’ writing. The test also provides learners with numerous opportunities to develop their writing as they integrate, apply and extend their language in response to the demands of various tasks.

The CWCA divides language use into the three major ranges described above: formulaic, created, and planned language. Students produce a writing sample following a given prompt

CRCM – To develop the ability to produce a language, students must internalize the language. The Classroom Receptive Competency Matrix was designed to validate a student’s growth in receptive competency. The matrix complements the COCI and the CWCA “by using similarly constructed prompts and rating criteria.” It measures receptive competency according to the following ranges: the formulaic range, or “the ability to understand learned formulas”; the created range, or “the ability to understand sentence-level relationships”; the planned range, or “the ability to understand paragraph-level relationships”; and the extended range, or “the ability to understand relationships in language beyond the paragraph.

Listening and reading prompts from the CRCM may be administered frequently and be included in individual portfolios or be used for program evaluation.

______________________________

THE CLASSROOM RECEPTIVE COMPETENCY MATRIX CRCM

READING AND LISTENING

He told in English the story of how he met his wife in three different ways: formulaic, created and planned (novice, intermediate, advanced)

He also tells his students this story on the first day of class so that they will understand the differences: teachers need to share more about themselves personally, so students make personal connections with instructors. Students need a personal connection with teachers.

He also over-tells things like how he is color-coded and he likes things in order, etc.

THIRD SECTION: p. 1

DESCRIPTION OF VARIOUS LEVELS AND WHAT STUDENTS CAN DO —see info in booklet

EXPECTED / DESIRED LEVELS FOR LANGUAGE LEARNERS ARE ABOUT ONE LEVEL HIGHER THAN THOSE OF PRODUCTION SKILLS.

Since accents are very different, he brings in many songs, films, everything with different accents.

P. 2 COMPETENCY

Is the ability to use language for real-world purposes in culturally-appropriate ways

The receptive skill means ‘they can comprehend’ . You ask comprehension question, not inference questions. Only query what students can answer by reading the text.

QUESTION TYPES - reviewed from earlier pages in previous section

Be able to understand

Formulaic range:

What is…?

List the …?

How many…?

Describe…?

Created range:

Tell about…?

Why?

What happened…?

What do you think will happen?, why?

Planned/extended range:

what are the reasons for ..?>

Narrate…?

Give details about …. / Describe in details …?

Explain …

Compare/Contrast…

Look in newspapers

Cartoon called Gordo and called Baldo

Shared English samples

we will create an assessment portfolio with questions for students.

The trick is thinking of the right questions to ask, in order to get the students to be able to find the answers

He says questions can be in English or the target language. However, maybe the reading will be an essay and some of the questions will be on the formulaic, some on the created and some on the planned/extended level. Students’ writing skills will not be on the extended level, so they will need to use English in order to answer the extended-level questions (remember: their receptive skills are higher than their productive skills).

In a reading, you will have several levels of questions, but it is not logical to answer some in the target language and some in English (or maybe it IS ok ).

INTERRUPTION:

SANTILLANA PRESS (SPAIN) HAS A SERIES OF READERS FOR REMEDIAL READERS. ALSO BBC MUNDO---VIDEOCLIPS.

SCHOLASTIC: (Green Eggs and Ham)

He does sustained silent reading (SSR) three days per week, starting with level 2, for 5 minutes long to 10-15 of reading. Teacher is supposed to read also, He starts them with 50 points = A, and he does spot checking, gives or removes points for whether they are reading or not. They lose 5 points every day that they are not reading (or at least looking at the words).

HIS FIRST-YEAR STUDENTS CAN ONLY WATCH ABOUT 10 MINUTES OF A FILM AT A TIME AND THEN THEY GET REALLY TIRED.

Ranges of vocabulary

Kindergarteners: 5,000

HS graduates = 50,000

College graduates = 80,000

Adult daily use = 5,000

Practices of assessment can have students answer questions in Spanish. But not real assessment. The real; assessment needs the questions in English.

p. 3 CREATING RECEPTIVE COMPETENCY ASSESSMENTS

p. 4 make a portfolio with texts on different levels.

Section 1 = fomulaic = 4-5 different texts

Section 2 = created = 2-3

Section 3 = planned = 1-2

Section 4 = extended = 1 - 2

Practice different readings, but on the reading day (he does only 2-4 per year), have students work through the reading assessment for so many minutes:

first year = 20 - 25 minutes.

Second year = 30 - 35 minutes

Class assignment use newspapers, find out article on the formulaic, one on the created and one on the planned level. Create the appropriate questions:

FORMULAIC

“La TV que reúne a la familia”

1. List everything a customer receives for $19.99?
2. How long does the $19.99 provide this service?
3. What are the claims made for the internet service?
4. How much does the internet service cost?

CREATED

LAGOON ADVERTISEMENT Tú sabes que lo quieres hacer otra vez.

CREATED

Article “El Consejo Mundial pide a púgiles mexicanos cancelar pelea en Arizona”

1. (CREATED) How does the World Boxing Council (Consejo mundial de boxeo) intend to show its opposition to the Arizona immigration law?
2. (PLANNED) Why is this council threatening Genaro Trazancos and Adolfo Landeros?

www.nowutah.com/education

Ahora en Utah, El Observador – email them and they send copies to your school

CRCM WITH LISTENING Movie ‘Lost in Austin’ only plays it once, so he spaces the questions far apart.

Range 1(Fomulaic) questions (1 pt each)	Range (Created) 2 questions pts each)
1.Who is a character in a book? Miss Elizabeth Bennett
	1.Why could Amanda not know the news about Netherfield Park? Because it had just barely happened.
2.What did Amada ask Elizabeth to show her? The entrance to her home.
3.What words does Mr. Bennett use to describe Mr.Bingley? Pleasant, not strong on brains
	2.What was the flaw in the arrangement? Lizzie went to Hammersmith to see Amanda and Amanda went to Longbourne to see Lizzie

Formulaic	Created	Planned
Where is Charlotte going?
	What does Mrs. Bennett tell Amanda to do.
	What excuse does Mr. Bingley give for not marrying Jane?
		How did Amanda explain her disillusionment with Darcy
		Describer

HOW OFTEN DOES HE DOES THE ASSESSMENTS?

Writing – after every chapter, every 3 weeks

Listening-not assessed, just homework—one per chapter (needs tweaking = to be validated)

Oral – every 1-2 chapters

Reading – 3-4 times a year

BINGO GAME to get students speaking to each other

1. He made a grid with 25 squares in it. Each square had a question in it in the target language. The questions are on various levels. The horizontals were labeled V1, V2, etc. The verticals were labeled. H1, H2, etc.
2. The middle space has a question mark in it---you have to make up and ask your own question.
3. We had so many minutes to ask a question, each question to a different person. They signed the square.
4. When thetime was up, the teacher then chose a student to pick the first square. The person said “HX VX was person XXX and they answered XX.”
5. The next person is whoever answered the first person’s question.
6. Eventually they get a bingo, explain everything, and they get candy.

WORKING WITH SMALLGROUPS IN LARGE CLASSES

Brain-based learning

“Any group instruction that has been tightly, logically planned will have been wrongly planned for most of the group, and will inevitably prevent or distort learning.” Leslie Hart, 1983

“How can teachers possibly individualize their curriculum for each learner? We can’t achieve this goal every time, but we can get a whole lot close to the mark.” Eric Jensen, 2000

DIFFERENTIATED INSTRUCTION

NO ONE-SIZE-FITS-ALL

WHAT CAN WE DO?

• Provide complex, multi-sensory environments
• Offer options for learning (say” do any 20 of these questions)
• Use mastery learning centers or groupings
• Encourage projects in cooperative groups
• ??

INSTRUCTIONA L CENTERS (already exist in Kindergarten)

Writing, Speaking, Reading, Computer Assistance, Conversation, Culture, Listening, Grammar and Vocabulary Practice, Games

Writing

Grouping: first consideration—he had 5 computers, so the max size was 5 students

Time 20minutes presenter, plus 5 minutes for closure

Space: designated work areas and pick-up areas. Answer sheets were always in one place, pick-up papers were somewhere else

He has students give him a report card.

The Circle of Centers. The variety made it fun

1. Choices
2. Immediate feedback
3. cooperative groups

This is the best way to learn

Question: too many simultaneous activities. Better to do only one activity at a time.

Make sure that this is something that they COULD have done it independently, so that they will not bother teacher with questions, and teacher can stay in the conversation group.

Does not do them at the beginning of the chapter. Wants to have centers for each chapter. How often he did them: teaches for two weeks and then goes into centers. students had a check-off sheet.

Center grade was 100 points, same as a large test.

His students give him a report card.

He drew the center circle, put specific assignments in each place, then had the student color them when they did the center assignment.

Students had to begin at some spot and then do the rest of the centers in order.

VERB BATTLSHIP game acorazado, se hundió mi submarino

When doing this in a Learning Center, teacher puts the verbs at the top of the page and also chooses the tense.

He rents hall passes by the minute.

10 THINGS STUDENTS SAID HELPED THEM THE MOST.

1. centers

2. projects (at end of each chapter, presented to class)

3. movies and videos

4. Spanish days

5.games

6. silent reading
7.authentic assessments

8. paired speaking activities

9. workbook practice

10. Lectures and class discussions

It takes years to get things good

____________________________________

AUTHENTIC LANGUAGE ASSESSMENT: PRINCIPLES AND PRACTICES

DAY ONE: THE CLASSROOM ORALCOMPETENCY INTERVIEW

California Foreign Language Project

Story about brother who fell out of car and dragged.

Q: How do you know that your students are learning

Constant assessment, both via tests and via checking body language

Definition of assessment: finding out whether students can understand received information, can create meaningful discourse with language with appropriate cultural nuances; and also how well they can do this.

Students write answers on board/paper. Students write throughts, reactions on board/paper. Students find out information form partner in paired work.

ASSESSMENT IS NOT: singing a song, reading in English or target language, punishment, trap, threat. Should not be the end. Should not be vague.

WHY DO WE ASSESS:

To find out what they know

Their motivation

To find out what they don’t know ‘a reality check’

To help students realize they DO understand something which they thinki they do not know

A celebration of learning

TYPES OF ASSESSMENT

ACHIEVEMENT: Tests what stUdeNts know; their knowledge

PROFICIENCY: What students can do

Achievement tests tend to be correctible by thecomputer

Testing verb endings versus them writing on their own

FORMATIVE, These are Achievement assessments: Measure discrete skills—essential for quizzes

SUMMATIVE work best with proficiency: general knowlege and skills

Students value what we test.

P. 7 THE CLASSROOM ORALCOMPENTENCY INTERVIEW

TEXT TYPES/ RANGES

Formulaic (ACTFL novice)

Uses un-analyzed chunks of language to communicate. (memorized).

Memorized words and sentences

Cannot break these apart to vary meaning

Cal address tasks deavling with themselves and their immediate environment.

Know no structure

Like a crawling baby (fast)

Created (ACTFL intermediate)

Can break chunks apart and crete own meaning. Know some structure

Sound messy

Like a newly-walking baby (slow)

Can adapt language to situations and make the language fit the situation.

Self-created sentences

We don’t tell the toddler, ‘stick to crawling; you are os good that that.’Likewise, we don’t tell the level two struggling students, ‘you are so good a formulaic; just stay there.’

Planned (ACTFL advanced)

Can coordiante / create speech

Can engage in paragraph-lenggh discuourse

Can asddress morecomplex tasks related to externakl environment (opinion of Pres.Obama)

Can adapt language to unanticipated situations

Extended (ACTFL superior)

1^ST YEAR MOST HS STUDENTS TAKE ONE SEMESTER TOMOVE FROM LOW TO MID

2^ND YEAR FIRST SEMESTER, CAN SUSTAIN MID, GO INTO HIGH AND POSSIBLY TO NEXT LEVEL

3^RD YEAR MOST START AT FORMULAIC MID, END AT CREATED

P. 10 The COCI at a Glance

WARM-UP (30-40 SECONDS) INITIAL DIALOGUE (2 MINUTES) BRANCH 1 ROLE PLAY (NO VISUALS) BRANCH 2 ROLEPLAY (VISUALS WIND DOWN (30 SECONDS)

Place students at ease Check for Range 2 competency (ask ‘why..?) Probes Ranges 3 & validates Range 2 Returns student to a comfortable level oflanguage

p.11 COCI STRUCTURE INTERVIEW

FORMULAIC RANGE (Words / phrases &lists of words)

Do you have, see, need, want……?

Do you like/prefer….. or ….. ?

p. 13 watch an interview,and we writin down quesitons and responses

What do you like about Brazil?	School’s diferent, a whole new experience here.
Tell me about your schools, then.	Thee bigger difference,that we went home like 12 o’clock; here we stay until 3 o’clock Different periods
How did you happen to select the drums. ? Did you like the noise?	(probed)
	That’sall-linugistic breakdown.
	We do things together—string of sentences, do not flow, (unless narration is involved)
Interviewer says a lot of affirmation
What mkes her different?	I don’t know, - linguistic breakdown
Who could you go to if you have a REAl problem?
How would you solve that problem?
Look at thtis picture/ Does this man have a problem, of what? (man in kitchen with crying baby, problems in kitchen)	And do all the house stuff
What’s happened to him?	There’stuff in the stove.
How would you go about findng somebody to help?	COLCI does not care about using ‘would’ cares about being able to talk in long er than sentence-length, into paragraph length
What do you do after school?	Wind down

How does this compare with achievement testing?

Would not admininster the COCI until the second semester of second year. In the meantime, do group interviews. In California it is common to have more thean 40 students to a class.

Group interview. Teacher is in front of the class. Bings 4-5 students in front and asks them COCI questions. Does this right after the warm-up.

Favorite activity is to trade with another teacher. Does it during lunch period. If ther ea rlots of teachers, you can surrender your preps.

ONE MORE INTERVIEW audio only

STUDENTS WANT TE BE VALIDATED. THEY WANT TO KNOW WHERE THEY ARE.

Warm-up: how long been here?

What’so good about this country?

the school and .. education.. no conflict, in this contry…more money for the school… and…is beautiful, this country and I don’t know what to say . It’s beautiful.

Tell me about El Salvador

Beautiful, very good, he planting coffee and corn and caña. Ssugar and the m the coffee is XX no XC in El sa. Every people is hoppy in the guerrilla

Is people with arms, come and………..is the people with arms first arm and destruction they E. S.

Do you remember?

There …… he enter in the home and the people of the home put in the dark (terrible)

13 now. Future 21 years old? University, carrera

(What kind of uni) doctor of….. abogado

How come help the people in the hospital

Entrevista 1

Warm-up things you know they know, to relax them.

Me puedes contar un poco de tu familia

En unatinda coinde se venda cmida

Comid norteamericana

Estudios, relacionados con el trabajo

Queria trabajar con lagente

Podria hablar con ellos

Que te preocupa del mnundos

De las guerras

2 dos anos apasado cuando no no hay masde comunisdmol.’

Porque no hay futuro, no tiene futuro

Peor,o mejor

[porque la sexcuelas no fncionan bien

porque ellos no van ala escuela

en que grado grado 12

has viajado a otros países

eracomocinco anoes

las ocommida,c

also de negocios, ganar dineero, mucho dienro

\que padres no siente que es ien pa ralas mujeres

La perspectiva vietnamita la cgente en general

Habla de las diferencia entre

La gente, todos sondiferenctes.

Podemos vivir juntos

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Entrevista #2

Lista de cursos

Actividades impoortantes Ayudamos, a yudamos, ayudamos gente en la community

Ellos no tienen casdas

Necesitamos casa más dinero para

Transiciones

Futuro en 15 años espero trabajar para la policía

Son víctimas de circunstancias

Ellos son muy malos defender a la policia

Si, no,jacen,ay xxxx criminals

Vamos a hacer esto

Lee un prompt de un accidente

Roll-play Ud no tiene ninguna culpa

Evidencia por favor

Hay tres personas que estuvamos

Es soda, 2 x no bebe la cerveza

Pero yo veo una botella es

Mi reporte y reporto

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Is this model similar to that of first-language acquisition

TRAINING TUESDAY COCI AND GRADING

P. 22 ASSIGNING GRADES

RATING MEANS HOW WELL THEY DID

GRADE MEANS WHAT WE EXPECTED OF THEM, BECAUSE OF THE COURSE, ETC.

In the HS suggestions, this California organization puts the first two years = four semesters of language proficiency ENDING at Formulaic high

This seems too low for university exit 1020 level

_________________________________

By Darrel Nickolaisen – did his first M.A. in reading, reading specialist

CWCA CLASSRROM WRITING COMPETENCY ASSESSMENT

SECOND SECTION OF NOTEBOOK

Beginning levels of language = writing is virtually identical to speaking

However, CWCA only has one probe, not multiple probes, as the COCI has. Therefore it needs to be done about every 3 three weeks—at end of chapter assessment.

Meaningful and Personalized Guided Practice—write a paragraph.

Suggestion; have students answer three questions and then put them into their own paragraph.

Develops the quantity and quality of learner writing

Focus on form

One teacher has them write while she is taking role, expands on a cloze

Process Writing (brainstorming, composing, writing)

Reflective Writing provides opportunities to create meaning on long streches of discourse. Focus is on meaning, rather than form (have them reviews for content)

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ALMOST IMMERSION

ESL HAS A SYSTEM CALLED PREVIEW, REVIEW MEANS

Mondays, Wednesdays, Fridays total immersion;

Tuesdays, Thursdays – begin class with 10 –minute reviews of what we had learned the previous day, then also some Eng explanations iof what we were going to do that same day.

Then, the rest of Tues, Thurs in the target language

When they really do not understand on a target language day,write it on the board IN THE TARGET LANGUAGE

Also, have a corner of the room, and only allow English when the professor is standing in that corner

DAY 1: explain the difference between Formulaic and created

In his HERITAGE CLASSES he does not have any English days.

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Wordreference.com

Spanishpod.com

Flannals ongoing assessment in a university language program probably 2003 (or2004) Tom Matthews and Cheryl Hansen

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Cheryl Hansen said that for Weber,

ending 1010 is Novice mid

ending 2020 is Novice high

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p. 20- 21 When learning,one can focus on form or focus on meaning, but not on the two together---not at first. With time,the two can become combined.

When planning instruction, as yourself:

1. Is this activity focusing on form or on meaning?
2. How does the focus affect my grading?

If the focus is in meaning—no English.

If the focus is on form, at least some English support.

MPGP = Meaningful and Personalized Guided Practice = form

IAE = Independent Application and Extension = meaning

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When giving students results, they prefer to call them

bajo, mediano, alto

1. Formulaic, Novice, Anfänger, neófito = rango 1 (Strecke, Weite, Bereich
2. Created, Intermediate, Mittlerer, gestaltet, mediano = rango 2
3. Planned, Advanced, geplant, Fortschrittender, avanzado = rango 3

p. 20 do this

_____________________________________

GRADING TRAINING LAST DAY

When doing activities, alternate between floor activities and cieling activities. 10 minutes long maximum.

Handout, Page 3 MODEL OF HOW TO DESIGN AN EQUITABLE AND ACCURATE GRADING SYSTEM --page 3

“Discipline in the Secondary Classroom” too often our grading system does not match our expectations, and when it doesn’t match, students act out.

How to get your grading system to match your teaching philosophy?

1. Shoot for 1000 points per quarter
2. List all of the things which are important for you to grade
3. Prioritize those
4. Assign how much percentage everything is worth. Figure out how many of the activity you will do, and divide up the available points among them
5. Note on 'participation’: ‘anything they do in class’
6. Note on ‘quizzes’: lots of value
7. Note on “Test” preferred quizzes, but did two tests, because colleagues did, and he did not want students to be unused to these tests.
8. Portfolios: they put everything in it and then they had weeding parties once per month: kept the important 5Cs stuff plus other benchmark things, and they throw the rest out
9. Group projects 2 per quarter
10. SSR 1 first year = once per week, 10 minutes long, they run to grab the newest magazines, always at beginning of class as gathering activity. 2nd, 3^rd year 15 minutes 2-3 times per week.

Time-saver for marking attendance (he had a map of the seating chart, with spaces for marking attendance, homework completion and other things during two weeks. Every two weeks he calculated the points and put them in his gradebook

Assume that most students are doing what they should be, so he just looks for absent students.

CLASS ASSIGNMENTS – JUST walks through and checks if they did it or not.

PARTICIPATION NEGATIVE CHECK = -5 points. They correct that in class.

HE STARTS ALL HIS STUDENTS WITH A B = 40 PTS, AND THEY HAVE TO WORK UP TO AN A = 50.

CHANNEL 7.3 ‘VEME’ LOCAL UTAH PUBLIC PBS

My own Grade Components

Class Participation	40%	Daily attendance, participating, speaking German / Spanish in class
One group project	5%	Cultural topic
Quizzes (Formative/Achievement)	20%	Weekly / daily (written, oral, reading, listening)
Two Tests (Summative)	5%	After Kap 3 & Kap 4 / cap. 4 & cap. 8
Online Sam homework	10%	Every chapter
Registro de comunicación / Kommunikationslog	12%	Every week - 15 weeks
Authentic Assessment
COCI (conversing)	1%	1 oral interview, near end
CWCA (writing)	3%	3 writing samples
CRCM-reading	1%	One reading test
CRCM-Listening	1%	One listening test
SSR – Sustained Silent Reading	2%	Once per week, after midterm
TOTAL	100%

RESEARCH: BEST WAYS FOR STUDENTS TO LEARN: TOP OF THE LIST WERE RUBRICS

EXTRA CREDIT

His only EC are the pesos: good participation, teams who win games, people who help me with my chores. Uses pesos to teach economic principles. Value of pesos devalues as years goes on. He rents hall passes by the minute. As soon as three students ask for one hall pass the same day, he raises the price

EC for a grade. Wrap up all of their pesos, send them in. Whoever hands in the most gets 5%, whoever hands in the second-most gets 3%.

At the end of each quarter he has an auction. Students bring things, sell them for pesos which are paid to the teacher. Teacher also sells things.

Many stars

Can also require them to have a certain number of pesos per semester.

See handout last page STUDENT ASSESSMENT He has them give him a report card, they put their name or are anonymous

CLASS ENVIRONMENT

Also requests comments

Asks students to put their favorite activities in order

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AFTERNOON training

Instructors work through fear and be willing to do the COCIs and the CWCAs.

They intend to do these two tests, gather the data, take them to the state office and ask them for more funding.

Davis will meet again in October and do a district-wide assessment of the CWCA. Will compare trained and non-trained teachers

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