CREATING QUALITY COMMON SUMMATIVE PERFORMANCE-

BASED ASSESSMENTS

Loudoun County Public SchoolHal Boland – Heritage HS, German Teacher

Tripp Di Nicola- Broad Run HS, French TeacherKimberly Fogelson – Dominion HS, Spanish TeacherSofia Pollock – John Champe HS, Spanish Teacher

Suzette F. Wyhs – Supervisor, World Languages & Cultures

SESSION OUTCOMES

The participants will: Learn about the successful implementation of

common, summative performance-based assessments at LCPS

Have opportunities to sample functional task-based activities for Interpersonal, Presentation and Interpretive tasks

SHARE Discussion/ Q & A

START WITH THE END IN MIND

HISTORY AND PROCESS

Midterm Assessment_1314 Midterm Study Gui

deLCPSVISION

Final Exams 13-14

Honors Assessments 13-14

ALL LANGUAGES – ASL, MANDARIN CHINESE, FRENCH, LATIN, GERMAN, SPANISH, SPANISH FOR FLUENT

SPEAKERS

WHERE WE ARE…

Our Session AgendaActivity Presenter

I. Session Outcomes Suzette WyhsII. History and Process of Development of County-Wide Common Midterms and Finals

Suzette Wyhs

III. Functional/Task-Based PresentationsA. The Culture of Coffee: Thematic Unit Framework

Kimberly Fogelson

B. Interpersonal Classroom Activity Samples

Tripp DiNicola

C. Presentational Classroom Activity Samples

Hal Boland

D. Interpretive Classroom Activity Samples

Sofia Pollock

IV. YOUR TURN!: Creation of Sample Common AssessmentsV. Share Your Ideas! / Question and Answer Session: Open Forum!

Thematic Unit Framework

The Culture of Coffee

Contemporary LifeSocial Customs and Values

• How is contemporary life influenced by cultural products, practices and perspectives?

• The role of coffee in a culture – economy, social interactions, traditions

• A framework of activities and assessments

Authentic Materials:

www.juanvaldez.com - Colombia coffee growers’ website which provides historical and current information on the industry. Audio and print sources along with video and pictures. Juan Valdez character as spokesperson.

Secondary sources:

http://www.ver-taal.com/voc_comida23.htm audio and comprehension exercises

http://www.cafedecolombia.com/particulares/es/sobre_el_cafe/mucho_mas_que_una_bebida/impacto_social/ reading

http://www.el-cafe.es/costumbre-y-cafe/ reading + links to more on the topic

Pasajes Cultura p. 26 reading “El café de comercio justo”

http://www.cafedecolombia.com/particulares/es/el_cafe_de_colombia/una_bonita_historia/ graph depicting changes in participation of the production of coffee by country over the last century

Essential Questions:

How is contemporary life influenced by cultural products, practices and perspectives?

Health concerns and/or benefits from coffee.

Social interaction and practices involving coffee.

Theme: Contemporary Life – focus on coffee

Context(s): Social customs and values, quality of life

Essential Question(s): How is contemporary life influenced by cultural products, practices and perspectives?

Activity for Each Primary Learning Objective Area (overlap is encouraged) Spoken Interpersonal Communication

Written Interpersonal Communication

Audio, Visual, and Audiovisual Interpretive Communication

Written and Print Interpretive Communication

Spoken Presentational Communication

Written Presentational Communication

Introduce theme and topic of coffee with a visual item such as a coffee bean bag, a coffee maker, a Starbucks cup, etc. Lead class in brainstorming the role of coffee in the U.S. Use a world map to discuss customs in other countries. Narrow focus to countries of the target language. Debate: coffee – a social link or just a morning drink? U.S. coffee to go vs. la sobremesa.

Postcard to your teacher: Write a one minute essay on a coffee custom in a different culture. Trade postcard with another student to evaluate. Respond to an e-mail from a coffee company that is offering you to try their coffee with a coupon. React to a health article about the dangers of caffeine by writing an e-mail to the author.

Song – “Ojalá que llueva café , listening and grammar activities. www.Juanvaldez.com website with reading and audio to learn about the history of coffee, cultural practices and economic impact in Colombia. Research the impact of Starbucks in target language countries.

Students create of list of criteria to judge different coffees and coffee beans. Set up a Taste-test of coffee or visual and smell test of coffee beans. Student use the criteria created to judge and then create visual graphs or tables to express the data. Read articles provided by teacher on cultural practices such as yerba mate, chocolate, other target country practices.

Present a speech to the class about the health benefits of coffee drinking. Make a presentation about the importance of coffee for the social interactions within a culture. Cultural comparison: two minute presentation about a food or drink that is important in a target language culture to something in your community.

Write an essay to persuade the reader about the health benefits of coffee drinking. Use a reading source, a graph or table from the taste test activity and an audio source from the research on Starbucks to address the questions: How do people maintain social ties within a society? Or: How do cultural practices affect quality of life?

Theme: Science and Technology, Beauty and Esthetics, Personal Identity

Context(s): defining beauty growing old gracefully

Essential Question(s): Is it ethical to prolong human life through science and technology?

Activity for Each Primary Learning Objective Area (overlap is encouraged) Spoken Interpersonal Communication

Written Interpersonal Communication

Audio, Visual, and Audiovisual Interpretive Communication

Written and Print Interpretive Communication

Spoken Presentational Communication

Written Presentational Communication

Opening activity: pair or small group discussion. Follow up with whole class sharing of ideas and opinions. Is it ethical to prolong human life through science and technology?

Post-reading “Vivir para siempre”: You are to write an email response to a scientist who has invited you to participate in a study in which you will receive an injection that will prolong your life for 50 years. You have to accept or refuse the invitiation. Respond with formal register.

Watch videos “Por siempre joven” parts 1-2. Take notes listing ways people try to stay young. Using a teacher prepared vocabulary list, listen and check off words you hear in the videos; compare w/partner, use 10 words in a short story to demonstrate comprehension of meaning. Use graphic organizer while viewing. View the movie “Mar Adentro” (euthanasia theme) with activities.

After reading the story “Nosotros No” students work in groups to create a class set of questions to create a survey to ask people outside of class. With the survey results, students create and present a table or graph showing the results. Questions should be in English if needed to gather data and in target language to present data.

Based on the survey results students make a 2 minute oral presentation (recorded for evaluation with AP presentational speaking rubric). Prompt: How do people accept growing older in your community?

Based on and referring to three of the sources, write a persuasive essay to answer the original question: Is it ethical to prolong human life through science and technology?

1. ¿Usarías botox?2. ¿ Si fuera posible, vivirías para siempre?3. ¿ Cambiarías tu apariencia con la cirugía estética? 4. ¿ Es la cirugía estética ética?5. ¿ Si fuera posible, quisieras tener la apariencia de una muñeca?

Pregunta 1 Pregunta 2 Pregunta 3 Pregunta 4 Pregunta 50

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I. Interpersonal Speaking/Writing Rubric DiscussionII. In-Class Games: Vocabulary/Grammar and

Structure Communicative ExercisesIII. Video-Conversations: Flipping the ClassroomIV. Face-to Face Thematic Practice: Interpersonal

ConversationV. Twitter/Facebook PagesVI. Student InterviewsVII. The First Assessment: Mock the exam!

Interpersonal Speaking/Writing Classroom Activities

CONVERSATION!Vocabulaire: Ressentir et vivreLes verbes au présent1. Quand feins-tu d’être mûr?2. Qui résolve un conflit entre deux personnes contrariés?3. Quand quelqu’un ne se marie jamais à une autre personne, il est...?4. Qu’est-ce qui te plaît en considérant la vie?5. A qui fais-tu confiance?6. Avec qui partagez-vous vos secrets au fond du coeur?7. Si on rompt avec son petit-ami, quelles activités est-ce qu’il faut faire pour trouver une autre personne?8. Qui en classe mérite quelqu’un de charmant comme petit(e) ami(e)?9. A quelle heure éteignez-vous la lumière dans votre chambre la nuit?10. Quand devez-vous être prudent?11. Quelqu’un de malhhonnête fait quoi?12. Qu’aperçois-tu à l’avenir?

JOUONS! Family Feud La TECHNOLOGIE/Le TÉLÉPHONE

Discutez chaque question avec votre partenaire et soyez préparé d’yrépondre.

1. Cette actualité vient de quel pays francophone?

2. Quels sont les soucis primaires mentionnés par les femmes au commencement de la vidéo?

3. Quelles sortes de facteurs créent les problèmes environnementaux qui affectent la santé aujourd’hui?

4. C’est la qualité de quelle ressource naturelle qui est la plus importante pour vivre, d’après C.J. Côté, infirmière conseillère principale, développement francophone, Association des infirmiers et infirmières du Canada?

5. D’après C.J. Côté, quel est le but de son organisation et celle de l’Association Canadienne des Écoles en Soins Infirmiers?

6. Quelles sont des solutions possibles suggérées par les femmes dans l’actualité pour prévenir les effets nuisibles sur l’environnement?

7. Qu’est-ce que la fille mentionne comme deux préventions des aspects negatifs sur l’environnement?

VIDÉO-CONVERSATION La santé, l’environnement, et les soins infirmiers

• La technologie• Répondez aux questions oralement avec votre partenaire.

Prenez des tours pour que tous vous deux répondent à toutes les questions!

• 1. Quels sont les étapes pour taper une composition sur l’ordinateur du commencement à la fin?

• 2. Est-ce que tu éteins la télévision ou Facebook quand tu travailles? Pourquoi ou pourquoi pas?

• 3. Pourquoi est-ce que tu surfes l’internet? Quels sites web utilises-tu avec régularité?

• 4. Combien d’e-mails envoies-tu par jour? Combien d’e-mails reçois-tu par jour? Est-ce que tu réponds rapidement ou pas? Pourquoi?

• 5. Quelle page d’acceuil est-ce que tu as sur ton moteur de recherché? Pourquoi?

• 6. Est-ce que tu es fort(e) ou nul(le) en technologie? Donne des exemples.

• 7. A qui est-ce que tu donnes beaucoup de coups de fil? Pourquoi?

• 8. Est-ce que tu préfères parler à l’appareil ou envoyer des textos? Pourquoi?

Conversation Interpersonnelle

français 2PARLONS ! : L’aéroport et les verbes en -ir

HOTESSE DE L’AIR: Pardon, monsieur, finissez-vous le repas ?PASSAGER :

 PASSAGER : Pardon, monsieur, est-ce que je peux fumer ?STEWARD :

 PASSAGER : Pardon, madame, mais où est ma place ?HOTESSE DE L’AIR :

 PASSAGER : Pardon, monsieur, mais à quelle heure est-ce que nous allons arriver à

Paris ?STEWARD :

PASSAGER : Pardon, madame, où est-ce que il faut mettre mes bagages à main ?HOTESSE DE L’AIR :

 PASSAGER : Madame, est-ce que je peux me lever pendant que l’avion vole ?HOTESSE DE L’AIR :

 PASSAGER : Pardon, monsieur, qu’est-ce qu’il faut faire avant d’aller à la porte

d’embarquement ?AGENT :

AGENT :PASSAGER : Non, je n’ai pas beaucoup de bagages. Seulement ce bagage à main.

 PASSAGER : Est-ce que l’avion arrive à l’heure ?AGENT :

Presentational Speaking and Writing Tasks

Foundation of Success

“In the United States, we tell students the same thing a hundred times. On the 101st time, we ask them if they remember what we told them the first hundred times.

However, in the 21st century, the true test of rigor is for students to be able to look at material they’ve never seen before and know what to do with it.”

John Brandsford coauther of How Students Learn: Science in the Classroom (2004)

Where to begin?

• A Backward Design identifies goals and creates tasks over years.

• Why not start in level one? • An AP student was not created in a year!

Determine Acceptable Evidence

• • How does the student know the material has been

understood?

• • How does the student assess achievement?

Presentational Communication

• I can present information, concepts and ideas to an audience of listeners or readers on a variety of topics in a culturally appropriate context.

Presentational Mode

• written or oral form of communication in which the presenter must take into account the impact on the audience since this is one-way communication with no opportunity for immediate feedback

Presentational Writing Task

• How do they differ?• Source 1 (discover points of view) Source 3

• Source 2• (How does this graph or table support the topic?)

• State your opinion with elaboration• Closing perspectives

• Introductory statements (6+40 minutes)• Mention all sources

Presentational Speaking Task

• Culturally rich topic which compares two differing cultures.

• Address audience (4+2 minutes)

• State topic• Present examples• Draw comparisons

• Summarize • Conclusion

Interpretive Communication (Standard 1.2)Listening, Reading and Viewing

The language learner will demonstrate comprehension of content from authentic

audio and visual resources. The learner will make inferences and connections base on the

exposure to those sources

Interpretive Classroom Activities

Listening comprehension is based largely on the amount of information listeners can retrieve from what they hear and the inferences and connections that they can make.

Thus is recommended frequent exposure to authentic multimedia and digital sources

A listening example:

Listening

Reading comprehension is based largely on the amount of information readers can retrieve from a text, and the inferences and connections that they can make within and across texts.

Derive meaning from expressions found in culturally authentic texts.

Understand the purpose of a message and point of view of its author.

Identify the distinguishing features (e.g. type of resource, intended audience, purpose) of authentic written texts.

Reading

ReadingKeeping Blooms Taxonomy in mind

Viewing can range from a variety of sources, such as a chart, graph, table, multimedia, digital sources, etc.

All three elements can be implemented to create a variety of questions

Viewing

According to the audio source, what message is the author sending to the World? A. How much coffee the Dominica Republic

has. B. How coffee is exported from the Island. C. How coffee is enjoyed throughout the world. D. How much the coffee industry has

decreased.

Sample of Questions ApplyingListening, Reading, and Viewing

According to the article, Table 3, what two countries have the smallest percentage of coffee as a percentage of permanent cropland? A. Haiti and Jamaica B. Mexico and Nicaragua C. Dominican Republic and Panama D. Trinidad/Tobago and Cuba

Sample questions continue

Our Session AgendaActivity Presenter

I. Session Outcomes Suzette WyhsII. History and Process of Development of County-Wide Common Midterms and Finals

Suzette Wyhs

III. Functional/Task-Based PresentationsA. The Culture of Coffee: Thematic Unit Framework

Kimberly Fogelson

B. Interpersonal Classroom Activity Samples

Tripp DiNicola

C. Presentational Classroom Activity Samples

Tripp DiNicola

D. Interpretive Classroom Activity Samples

Kimberly Fogelson

IV. YOUR TURN!: Creation of Sample Common AssessmentsV. Share Your Ideas! / Question and Answer Session: Open Forum!

CONTACT INFORMATIONSuzette F. Wyhs Suzette.Wyhs@lcps.org

Tripp DiNicola, Ed.D., NBCTTripp.DiNicola@lcps.org

Kimberly Fogelson Kimberly.Fogelson@lcps.org

Hal Boland Harold.boland@lcps.org

Sofia Pollock sofia.pollock@lcps.org

CREATING QUALITY COMMON SUMMATIVE PERFORMANCE-

BASED ASSESSMENTS

Loudoun County Public SchoolsHal Boland- Heritage HS, German Teacher

Tripp Di Nicola- Broad Run HS, French TeacherKimberly Fogelson – Dominion HS, Spanish TeacherSofia Pollock – John Champe HS, Spanish Teacher

Suzette F. Wyhs – Supervisor, World Languages & Cultures