MASTERY TEACHING PROGRAM

BY ALEXANDRA SHAVEREARLY/MIDDLE COLLEGE AT

GTCC-GREENSBORO

SPANISH FOREIGN LANGUAGE

Assessment for Mastery

Why assess for mastery?

My students needed more feedback while on the 0-100 points system.

MORE……transparent feedback…specific feedback…feedback than I realistically have time to give…feedback than they would take the time to read…self-evaluative feedback…more sociocultural feedback

Why assess for mastery?

Bob played every video game until he won, and then he let his kids play.

He didn’t win on the first try, but through mistakes and constant adjustment he learned perseverance, focus and improved his skills along the way.

Why assess for mastery?

If my friend Liz wins a marathon, she is not penalized for her inability to finish at the beginning of her training.

She is, however, rewarded in the end with how much effort she put into her training. Some of that is thanks to the support she gained from others along the way.

Why assess for mastery?

Why can't learning a foreign language be the same for my students?

Benefits Challenges

More explicit teaching of simple concepts.

SMART goals and scaffolding for all skill levels.

Students say “That’s fair!”Students say “That’s easy!”Report cards and progress

reports made easy.Increase student

responsibility for learning and the learning environment.

Time-consuming to develop

Stakeholder acceptance Student/Parent Identity tied

closely with 0-100 ABCDF’s Professional Community

NCWISE: Categories vs. Assignment

Type 0-100 points

vs.

0-4 mastery scale

Why assess for mastery?

How do I start?

My system was adapted from Marzano’s Classroom Assessment and Grading that Works! I chose:

0-4 point system 0-not demonstrated 1-below basic 2-basic 3-proficient 4-advanced

21st Century Life Skills Work Completion Participation Working in Groups Behavior

Start at Level 2

Student exhibits mastery of the simple concepts

Students can use formulas, rules and form/meaning connections for Manipulating Translating Identifying Recalling

FL teachers, this is for Stretching your below

average students

General: Students demonstrate knowledge to apply rules to basic words/phrases.

Specific: Adjectives-gender and number agreement

Second Level 3

3-Student exhibits mastery of the complex concepts

Communicating through writing and speaking with proper use of grammar and vocabulary.

3-FL teachers, this is for Stretching your average

studentsGeneral: Students

produce their own thoughts in the L2 using correct grammar/vocabulary.

Specific: Adjectives-maintain gender and number agreement in communication

Jumping back to Level 1

1-Student is unable to complete tasks independently, but is able with the help of notes, other students, or teachers.

Students are beginning to use formulas, rules and form/meaning connections for Manipulating Translating Identifying Recalling

1-FL teachers, this is for Stretching your

struggling students.

Up to Level 4

4-Student exhibits mastery by applying new content or concepts to previously learned material.

4-Student exhibits mastery by applying cross-curricular connections in communication.

4-FL teachers, this is for Stretching your high

flyers Affirming native speakers

4- Can simply include extra well written and eloquent spoken responses to questions or prompts.

0-100 Points System 0-4 Scale

Quizzes: Q3 90 Q2 83 Q1 45

Tests: T2 90 T1 88

Homework: HW5 60 HW4 100 HW3 0

Classwork: C2 89 C1 86

Grammar Adjectives and Nouns 2 Verbs Like gustar 3 Reflexive Verbs 2 Irregular Verbs 3

Commun. Contexts (V) Getting Ready 3 Describing Class 3

Life Skills Participation 3 Behavior 3 Working in Groups 3 Work Completion 2

Which progress report gives better feedback?

Assess for topic, not for assignment type

Adjectives Activity 3 pa. 7 2 Quiz 1 1 Homework Guided Practice 2 Homework Core Practice 3 Quiz 2 2 Activity 8 pa. 7 3 Test 2/3 Project 3

Homework costs as much as Tests!

Adjectives Activity 3 pa. 7 2 Quiz 1 1 Homework Guided Practice 2 Homework Core Practice 3 Quiz 2 2 Activity 8 pa. 7 3 Test 1A Sections B and D 2/3 Project 3

Instructor Evaluation 3

GET STARTED 1

For each prep: Determine assessment topics (grammar, vocabulary contexts, 21st Century Life Skills, culture themes/projects, etc.)

GET STARTED 2

For the first unit: Explain and model the system, weaving it into topic discussions, notes, assignments, etc.

GET STARTED 3

For each lesson: Utilize or create (yourself/team/class) the assessment items for the topic and provide visual during unit.

GET STARTED 4

For each student: Provide a portfolio for all assessments from a given unit and assessment record sheets.

GET STARTED 5

For classwork/quizzes/etc: Students grade and/or record scores on assessment pages with work evidence in portfolio (which students never take out of class)

Watch your students grow!

Academic GrowthSocial Growth

Personal Growth

HELPFUL TIPS!

Find a support group in your school or department!

Ask for help/input from your CF and district administration!

Develop along the way for your classes!Integrate into lesson plans or write a plan

and reflection for professional portfolio!