Performance-based Performance-based AssessmentAssessment

The The types of worktypes of work we choose to evaluate we choose to evaluate and and the methodsthe methods we use to evaluate that we use to evaluate that work deliver powerful messages to work deliver powerful messages to students about what we value.students about what we value.

Assessment: Assessment: Past and PresentPast and Present

PASTPAST– Evaluate productsEvaluate products

– Evaluate accuracyEvaluate accuracy

– Evaluate control of Evaluate control of discrete grammar discrete grammar pointspoints

PRESENTPRESENT– Evaluate process Evaluate process

and productand product– Evaluate Evaluate

comprehensibilitycomprehensibility– Evaluate control of Evaluate control of

grammar within a grammar within a contextcontext

Assessment: Assessment: Past and PresentPast and Present

PASTPAST– Instruct, then Instruct, then

testtest

– Sort students Sort students into groups; into groups; some succeed some succeed and some failand some fail

PRESENTPRESENT– Integrate

instruction with assessment

– Identify strengths Identify strengths of individual of individual students; maximize students; maximize the opportunity for the opportunity for all students to all students to succeedsucceed

What is your destination?What is your destination?

KnowledgeKnowledge

AchievementAchievement

PerformancePerformance

KnowledgeKnowledgeApplies to Applies to facts or ideasfacts or ideas acquired by acquired by study, investigation, observation, or study, investigation, observation, or experience (Merriam Webster Dictionary)experience (Merriam Webster Dictionary)

What role do facts/ideas play in learning a What role do facts/ideas play in learning a world language?world language?

Imagine….Imagine….A written test of your knowledge about the A written test of your knowledge about the game of basketball.game of basketball.

What would the test tell you?What would the test tell you?

Would you be able to play basketball Would you be able to play basketball if if you got an “A” on the test?you got an “A” on the test?

AchievementAchievement

A test, often in a standardized format, for A test, often in a standardized format, for measuring a student's mastery of a given measuring a student's mastery of a given subject or skill (Merriam Webster subject or skill (Merriam Webster Dictionary)Dictionary)

What role does mastery of a world What role does mastery of a world language play?language play?

Imagine….Imagine….A test that includes reading A test that includes reading comprehension, fill-in-the-blank with comprehension, fill-in-the-blank with correct grammatical structures and correct grammatical structures and vocabulary, and multiple-choice questions.vocabulary, and multiple-choice questions.

What would the test tell you?What would the test tell you? Would you be able to write a letter of Would you be able to write a letter of

application for a job?application for a job?

PerformancePerformancePerformance assessment is a measure of Performance assessment is a measure of assessment based on authentic tasks that assessment based on authentic tasks that require students to show what they can require students to show what they can do.do.

What role does performance in a worldWhat role does performance in a world

world language play? world language play?

Making Communication RealMaking Communication Real

Interpretive

Presentational

Interpersonal

CULTURE

Making Communication RealMaking Communication Real

Create a need to communicateCreate a need to communicate

Exchange information that is….Exchange information that is….

– Cognitively engagingCognitively engaging

– Intrinsically interestingIntrinsically interesting

– Culturally relatedCulturally related

– Communicatively purposefulCommunicatively purposeful

ExampleExampleImagine a unit: Imagine a unit:

– Daily routinesDaily routines

– Intermediate level Intermediate level

– High schoolHigh school

Important question: How do your actions Important question: How do your actions reflect an environmentally friendly reflect an environmentally friendly lifestyle?lifestyle?

ObjectivesObjectivesStudents will describe their daily routines Students will describe their daily routines and the routines of their friends and family and the routines of their friends and family orally and in writing, explaining what they orally and in writing, explaining what they did on a certain day and what they did on a certain day and what they normally do.normally do.

ObjectivesObjectivesStudents will define “an environmentally Students will define “an environmentally friendly lifestyle”, listing actions and friendly lifestyle”, listing actions and characteristics of someone who leads an characteristics of someone who leads an environmentally friendly lifestyle; they will environmentally friendly lifestyle; they will share how they as individuals can make a share how they as individuals can make a difference through their green actions.difference through their green actions.

ObjectivesObjectivesStudents will evaluate their daily routines Students will evaluate their daily routines and the routines of their friends and family and the routines of their friends and family in terms of “environmental friendliness”, in terms of “environmental friendliness”, making suggestions for ways to modify or making suggestions for ways to modify or change their routines to be more change their routines to be more environmentally friendly.environmentally friendly.

ObjectivesObjectivesStudents will compare their “green” Students will compare their “green” attitudes and actions to those of people attitudes and actions to those of people around the world.around the world.

Unit InventoryUnit InventoryLanguage functions: Language functions: – SequencingSequencing– Making comparisonsMaking comparisons– Making suggestionsMaking suggestions– Stating opinionsStating opinions– SummarizingSummarizing

Grammatical structures:Grammatical structures:

Essential vocabulary:Essential vocabulary:

PerformancePerformanceHow do you want students to demonstrate How do you want students to demonstrate that they have: that they have:

– Increased their knowledge about leading Increased their knowledge about leading an environmentally friendly lifestyle in an environmentally friendly lifestyle in their own culture and in the target their own culture and in the target cultureculture

PerformancePerformanceHow do you want students to demonstrate How do you want students to demonstrate that they have: that they have:

– Improved their skills in communication Improved their skills in communication via the interpretive, presentational, and via the interpretive, presentational, and interpersonal modesinterpersonal modes

Performance Performance AssessmentsAssessments

Strength in learning and success in Strength in learning and success in performance comes from performance comes from interconnectedness of the three modes of interconnectedness of the three modes of CommunicationCommunication

Providing practice in all three modes Providing practice in all three modes creates strong communicatorscreates strong communicators

Interpretive TasksInterpretive Tasks

Reading, Listening, ViewingReading, Listening, Viewing– One-way communicationOne-way communication– Global understanding . . . .inferences Global understanding . . . .inferences

– Pleasure . . . . . InformationPleasure . . . . . Information

Success influenced bySuccess influenced by– Prior knowledge of topicPrior knowledge of topic– Familiarity with organization of textFamiliarity with organization of text– Past experience/success reading – listening – Past experience/success reading – listening –

viewingviewing

ExampleExample

Students will visit the website: Students will visit the website:

http://ec.europa.eu/environment/youth/index_fr.html

and select an article about actions they can and select an article about actions they can take to respect the environment. They will take to respect the environment. They will summarize the actions suggested in the article. summarize the actions suggested in the article. They will provide additional information related They will provide additional information related to France and its environmental to France and its environmental policies/initiatives that enhance the policies/initiatives that enhance the understanding of the article. understanding of the article.

Presentational TasksPresentational TasksWriting, Speaking for an audienceWriting, Speaking for an audience– One-way communicationOne-way communication– Classmates……..native speakersClassmates……..native speakers– Informal……formalInformal……formal– Rehearsals →performanceRehearsals →performance– Drafts → publication Drafts → publication

ExampleExampleStudents will create infomercials that give Students will create infomercials that give ideas and suggestions on how to move ideas and suggestions on how to move from “green to really green” in people’s from “green to really green” in people’s daily lifestyles.daily lifestyles.

Interpersonal TasksInterpersonal TasksTwo-way communication (verbal and Two-way communication (verbal and email)email)

– For pleasure……to accomplish a taskFor pleasure……to accomplish a task

– SpontaneousSpontaneous

– NegotiatedNegotiated

Interpersonal TasksInterpersonal TasksSuccess influenced by:Success influenced by:

– Familiarity with the activityFamiliarity with the activity

– Familiarity with the person/people Familiarity with the person/people involved in the interactioninvolved in the interaction

– Number/complexity of unexpected Number/complexity of unexpected circumstancescircumstances

ExampleExampleStudents will participate in a scored Students will participate in a scored discussion sharing what they have learned discussion sharing what they have learned about green efforts around the world and about green efforts around the world and actions they are taking to lead an actions they are taking to lead an environmentally friendly lifestyle.environmentally friendly lifestyle.

Integrated Performance Integrated Performance AssessmentAssessment

Interpretive Interpretive TaskTask

Presentational Presentational TaskTask

Interpersonal Interpersonal TaskTask

Read article on Read article on websitewebsite

Make an Make an infomercialinfomercial

Discuss world Discuss world and personal and personal green actionsgreen actions

What Counts: What Counts: Interpretive TasksInterpretive Tasks

ComprehensionComprehension– Identifies main topic Identifies main topic – Identifies main points, central ideasIdentifies main points, central ideas– States literal meaningStates literal meaning– Retells, summarizesRetells, summarizes– Analyzes, interpretsAnalyzes, interprets– Draws inferencesDraws inferences– Discusses knowledgeablyDiscusses knowledgeably

What Counts:What Counts:Interpretive TasksInterpretive Tasks

VocabularyVocabulary

– Understands identified vocabularyUnderstands identified vocabulary

– Guesses meaning from contextGuesses meaning from context

– Provides synonyms for identified Provides synonyms for identified vocabularyvocabulary

– Can use identified vocabulary in a new Can use identified vocabulary in a new contextcontext

Evaluating the taskEvaluating the task What should be evaluated?What should be evaluated?– Completeness of article summaryCompleteness of article summary– Accuracy of summaryAccuracy of summary– Additional information to enhance Additional information to enhance

understanding of the articleunderstanding of the article

NOTE: Student responses are written in NOTE: Student responses are written in English as evidence of successful English as evidence of successful interpretation of the articleinterpretation of the article

Interpretive RubricInterpretive RubricComplete-Complete-nessness

AccuracyAccuracy AdditionalAdditional

InformationInformation

StrongStrong Summary is thorough, Summary is thorough, and reflects the major and reflects the major topics and supporting topics and supporting detailsdetails

Summary is accurate; Summary is accurate; any error is minor and any error is minor and does not change the does not change the message of the textmessage of the text

Additional information is Additional information is relevant to the web article relevant to the web article and enhances the and enhances the understanding of the green understanding of the green movement in France.movement in France.

AcceptableAcceptable Summary is adequate, Summary is adequate, and reflects major and reflects major topics and many topics and many supporting details supporting details

Summary includes minor Summary includes minor errors that do not detract errors that do not detract from the message of the from the message of the texttext

Additional information relates Additional information relates to the web article, providing to the web article, providing some information about the some information about the green movement in France.green movement in France.

ApproachingApproaching Summary reflects some Summary reflects some of the major topics and of the major topics and supporting detailssupporting details

Summary is generally Summary is generally correct; an occasional correct; an occasional error may change part of error may change part of the messagethe message

Limited additional information Limited additional information relates to the web article.relates to the web article.

Interpersonal TaskInterpersonal TaskStudents will participate in a scored Students will participate in a scored discussion sharing what they have learned discussion sharing what they have learned about green efforts around the world, and about green efforts around the world, and actions they take to lead an actions they take to lead an environmentally friendly lifestyle.environmentally friendly lifestyle.

What Counts:What Counts:Interpersonal TaskInterpersonal Task

Content/cultureContent/culture

ComprehensionComprehension

ComprehensibilityComprehensibility

SpontaneitySpontaneity

Negotiation Negotiation

Balanced participationBalanced participation

Interpersonal RubricInterpersonal Rubric

StrongStrong AcceptableAcceptable ApproachingApproaching

CommunicationCommunication Maintains conversation Maintains conversation by asking and by asking and answering questions answering questions related to the topic; related to the topic; provides additional provides additional information, comments information, comments as appropriate as appropriate

Maintains conversation Maintains conversation by asking and by asking and answering questions answering questions related to the topicrelated to the topic

Responds to questions Responds to questions from others and may from others and may ask simple questionsask simple questions

Content/CultureContent/Culture Stays on topic & Stays on topic & includes information includes information and understandings and understandings from own culture and from own culture and the target culturethe target culture

Stays on topic & Stays on topic & includes information includes information from own culture and from own culture and the target culturethe target culture

Stays on topic with Stays on topic with limited or no reference limited or no reference to the target cultureto the target culture

ComprehensibilityComprehensibility Language is generally Language is generally correct; errors don’t correct; errors don’t interfere with interfere with comprehensioncomprehension

Language is generally Language is generally correct; some errors correct; some errors may require repetition, may require repetition, rephrasing in order to rephrasing in order to be understood.be understood.

Language contains Language contains some errors that make some errors that make comprehension difficult comprehension difficult occasionally.occasionally.

Presentational TaskPresentational TaskStudents will create infomercials that give Students will create infomercials that give ideas and suggestions on how to move ideas and suggestions on how to move from “green to really green” in people’s from “green to really green” in people’s daily lifestyles.daily lifestyles.

What Counts:What Counts:Presentational TaskPresentational Task

Comprehensibility: How well is the student Comprehensibility: How well is the student understood (pronunciation, intonation, style, understood (pronunciation, intonation, style, organization)?organization)?Accuracy: How well does the student use the Accuracy: How well does the student use the language (grammar, vocabulary, spelling)?language (grammar, vocabulary, spelling)?Content: How relevant, accurate, complete is Content: How relevant, accurate, complete is the content?the content?Impact: How engaging, creative is the Impact: How engaging, creative is the presentation?presentation???????

What Counts:What Counts:Presentational TaskPresentational Task

What about the preparation for the What about the preparation for the presentation: rough drafts, rehearsals?presentation: rough drafts, rehearsals?

The process needs to be valuedThe process needs to be valued

Presentational TasksPresentational TasksOne perspective on valuing the process of One perspective on valuing the process of rough drafts and rehearsals:rough drafts and rehearsals:

– Taking the process seriously leads to Taking the process seriously leads to high quality final productshigh quality final products

– Count the process but weight the final Count the process but weight the final product more heavily as a reflection of product more heavily as a reflection of good preparationgood preparation

Presentational TasksPresentational TasksRubrics for presentational tasks can be Rubrics for presentational tasks can be generic or task-specific, depending on the generic or task-specific, depending on the unique traits that might be emphasized in unique traits that might be emphasized in a presentational task.a presentational task.

Presentational TasksPresentational TasksGeneric rubricsGeneric rubrics

– Used to judge the same type of Used to judge the same type of performance: all speeches, all performance: all speeches, all dialogues, all essaysdialogues, all essays

– Helps students understand the nature of Helps students understand the nature of a quality performancea quality performance

Presentational TasksPresentational TasksTask-specific rubricsTask-specific rubrics

– Used for a specific performance that has Used for a specific performance that has unique traitsunique traits

– Gives students feedback on that particular Gives students feedback on that particular performanceperformance

Presentational TasksPresentational TasksConsider non-negotiables to reduce the Consider non-negotiables to reduce the number of criteria that need to be built into number of criteria that need to be built into a rubrica rubric

Non-negotiables: basic requirements of Non-negotiables: basic requirements of any performance that need to be in place any performance that need to be in place before the performance can be evaluatedbefore the performance can be evaluated

Non-negotiables: An Non-negotiables: An exampleexample

Word-processedWord-processedDouble-spacedDouble-spaced250 words250 wordsParagraphsParagraphsTitleTitleSpell-checkedSpell-checkedAt least 5 of the new vocab wordsAt least 5 of the new vocab wordsWritten in the past and imperfectWritten in the past and imperfect