ASSESSING PERFORMANCE Using AAPPL to Improve Language Learning
Paul Sandrock Danielle Tezcan ACTFL
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TEACHING TO THE TEST IS 1.Good 2.Bad 3.Either Depends on the
Test 2
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PROFICIENCY IS. the ability to use language in real world
situations in a spontaneous interaction and non-rehearsed
context
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PERFORMANCE IS. the ability to use language that has been
learned and practiced in an instructional setting and is within
familiar contexts and content areas.
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Performance Language is learned and practiced Familiar contexts
and content areas Curriculum-based, what was taught Proficiency
Spontaneous, non-rehearsed Broad content and context in authentic
situations Independent of curriculum or when, where, or how the
language was acquired
NCSSFL - ACTFL CAN - DO STATEMENTS Bridging performance and
proficiency
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INTERMEDIATE LOW - INTERPERSONAL ACTFL Proficiency Guidelines -
Speaking Can-Do Global Benchmark Speakers at the Intermediate Low
sublevel are able to handle successfully a limited number of
uncomplicated communicative tasks by creating with the language in
straightforward social situations. Conversation is restricted to
some of the concrete exchanges and predictable topics necessary for
survival in the target-language culture. These topics relate to
basic personal information; for example, self and family, some
daily activities and personal preferences, and some immediate
needs, such as ordering food and making simple purchases. Speakers
are primarily reactive and struggle to answer direct questions or
requests for information. They are also able to ask a few
appropriate questions. I can participate in conversations on a
number of familiar topics using simple sentences. I can handle
short social interactions in everyday situations by asking and
answering questions.
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SAMPLE OF GLOBAL BENCHMARKS Global Can-Do Benchmarks General
description of the proficiency level for each of the modes
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SCREEN SHOT BOLD Global Can-Do Benchmarks General description
of the proficiency level for each of the modes
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SCREEN SHOT BOLD Bold statements Main indicators for the level
and the mode
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SCREEN SHOT BOLD Target statements/Check list Provide
instructional focus Create class evidence Should emphasize
re-spiraling
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ASSESSING: HOW FAR IS YOUR GAZE ON THE HORIZON? OPI/WPTAAPPL
Summative Assessments Formative Assessments
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BRIEF HISTORY 2006 Survey of Assessment Uses and Needs 2007
Analysis of best practices within the assessment industry 2008
AAPPL Framework and Prototype
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WHAT IS AAPPL MEASURE? The ACTFL Assessment of Performance
toward Proficiency in Languages
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Interpersonal Listening/Speaking AAPPL MEASURE: Modes of
Communication Interpretive Reading Interpretive Listening
Presentational Writing
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INTERPRETIVE MODE Understand, interpret, and analyze what is
heard, read, or viewed on a variety of topics. No active
negotiation of meaning with the writer, speaker, or producer
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INTERPRETIVE READING - NOVICE The Novice-level learner
Comprehends written texts by recognizing key words and formulaic
phrases, ranging in length Words Lists Phrases Simple sentences
Derives meaning when authentic texts are supported by visuals -
graphically organized information on familiar topics
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INTERPRETIVE READING - INTERMEDIATE The Intermediate-level
learner Generally comprehends simple texts that are organized in
individual sentences and strings of sentences containing mostly
high-frequency vocabulary on highly familiar topics in Simple
stories Routine correspondence Short descriptive texts Other
selections within familiar contexts announcements, notices, online
forums, etc. Comprehends information-rich texts with a highly
predictable order and format
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INTERPRETIVE READING - ADVANCED The Advanced-level learner
Generally comprehends paragraph-length discourse such as that found
in stories straightforward literary works personal and work-related
correspondence written reports or instructions descriptive texts
other texts dealing with topics of a concrete nature
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INTERPRETIVE LISTENING - NOVICE The Novice-level learner
Comprehends speech by recognizing key words and formulaic phrases,
ranging in length Words Lists Phrases Simple sentences Derives
meaning when speech is Highly contextualized Highly predictable,
such as those found in introductions, basic courtesies and high
frequency commands.
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INTERPRETIVE LISTENING - INTERMEDIATE The Intermediate-level
learner Generally comprehends speech on familiar topics that
consists of Simple, sentence-length speech Straightforward
announcements Short messages Simple instructions or directions
Comprehends information-rich speech where they hear what they
expect to hear with redundancy, restatement, paraphrasing, and
contextual clues
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INTERPRETIVE LISTENING - ADVANCED The Advanced-level learner
Generally comprehends paragraph-length discourse such as that found
in Stories Oral presentations (news) Instructions Anecdotes
Descriptive texts Other speech dealing with topics of a concrete
nature
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INTERPRETIVE LISTENING - ADVANCED The Alpenhorn. Is there
anything more Swiss than that? Love it, hate it, this word
immediately calls to mind images of men in Lederhosen standing on
the side of a mountain. But now theres Eliana Burki, an Alpenhorn
player who completely breaks that stereotype. Eliana could pass for
a rock stara new Lady Gaga. She is young, beautiful, and
fashionable. And shes the first Alpenhorn player to reach a
worldwide audience. Coincidence? Explore this web site and you will
find that theres more to Elaina than meets the eye. But behind the
image that Elaina creates is a woman who is a scholar of her
instrument. She can talk to you at length about the great Alpenhorn
playerspeople like Joszef Molnar, Hans-Jrg Sommer, and William
Hopson. However, she denies that any of them have influenced her.
Find out more. Look at Elianas extensive tour- and television
schedule. She is touring Switzerland extensively this summer and
would welcome the chance to perform for you. Shes performing in
each of the cities on the map. She loves to greet audiences after
her shows. You can meet and get autographs of Elianas latest
CD.
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PRESENTATIONAL MODE Present information concepts and ideas on a
variety of topics to Inform Explain Narrate Persuade
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PRESENTATIONAL MODE - NOVICE The Novice-level learner Produces
words and phrases and highly practiced sentences or formulaic
questions simple, basic information on very familiar topics May
show emerging evidence of the ability to express own thoughts and
preferences.
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PRESENTATIONAL MODE - INTERMEDIATE The Intermediate-level
learner Produces sentences and series of sentences Expresses own
thoughts and presents information and personal preferences on
familiar topics by creating with language primarily in present time
May show emerging evidence of the ability to tell or retell a story
and provide additional description
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PRESENTATIONAL MODE - ADVANCED The Advanced-level learner
Produces narrations and descriptions in all major time frames on
familiar and some unfamiliar topics Using full paragraphs that are
organized and detailed May show emerging evidence of the ability to
provide a well-supported argument, including detailed evidence in
support of a point of view.
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INTERPERSONAL MODE In Interpersonal communication, individuals
interact and negotiate meaning in spoken, signed or written
conversations share information, reactions, feelings, and
opinions
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Interpersonal Listening/Speaking Novice The Novice-level
learner Understands and produces highly practiced words, lists and
phrases and an occasional sentence Can ask and respond to highly
predictable, memorized and formulaic questions May show emerging
evidence of the ability to express own thoughts and
preferences.
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INTERPERSONAL LISTENING/SPEAKING - NOVICE Prompt Hello! My name
is Antonia. Whats your name? I am from Colombia. Where are you
from? Im in my room. Where are you? I take English and math
classes. What classes do you take? Novice-level Response My name
Sam. I am in the United States. in Spanish class Science, Spanish,
English, math.
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Interpersonal Listening/Speaking - Intermediate The
Intermediate-level learner Can communicate by understanding and
creating personal meaning on Familiar topics Using sentences and
series of sentences Can understand, ask and answer a variety of
questions Consistently able to initiate, maintain, and end a
conversation to satisfy basic needs and/or to handle a simple
transaction May show emerging evidence of the ability to
communicate about more than the here and now.
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INTERPERSONAL LISTENING/SPEAKING - INTERMEDIATE Prompt Lets
talk about music. Tell me what kind of music you listen to. Why do
you listen to this music? I listen to music on my iPod. How do you
listen to music? Listen to this. This is The Zodiacs - my favorite
group. Tell me about a group that is popular with young people in
America. Your school has music programs, doesnt it? Tell me about
one of them. What do the students do who participate in this
program? Intermediate-Level Response I like all music, um, without
classical music. It is boring. Ah, I listen to my music on my
telephone, but I have an I-Phone and also I have an I- Pod and, uh,
my computer. Ah, a group that is very popular with young people in
the United States and North America, um, is the Black-Eyed Peas
group. All the members in the group are young and the music is, um,
very good and all, um, like them. Ah, there is a band and an, ah,
and, um, piano and guitar classes. Um, many people go to the school
in order to see the band.
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Interpersonal/Listening Speaking - Advanced The Advanced-level
learner Can communicate with ease and confidence by understanding
and producing narrations and descriptions of paragraph-length in
all major time frames Can deal efficiently with a situation with an
unexpected turn of events. May show emerging evidence of the
ability to participate in discussions about issues beyond the
concrete.
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INTERPERSONAL-LISTENING/SPEAKING ADVANCED - PROMPT Prompt 1.Its
been great talking to you in Spanish. Tell me, why did you decide
to study Spanish? Why did you make that decision? 2.Do you remember
an occasion when you needed to speak Spanish? What happened? Tell
me the whole storyI want to know all the details. 3.How do you plan
to continue improving your Spanish? How do you plan to use your
Spanish in the future? 4.I want to learn English. Can you recommend
a television show that will help me learn English? Why do you think
this program will help me improve my English?
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INTERPERSONAL LISTENING/SPEAKING ADVANCED - RESPONSE 2. Well, I
use my Spanish a great deal in my work because I work in a pharmacy
where I have to speak with patients that dont speak English almost
every week. But one very special time was when I was like nine
years old, I think. I was in Cancun, Mexico with my family for
Christmas. And we were, um, we went by bus and we wanted to visit
the city. Then, we went on the bus and my mother didnt know when we
had to leave the bus. Then we were there for like three hours.
Then, I, when I was 9 years old, had to talk with the, ah, the uh,
the one who drives the bus and he, he finally told me that we
forgot to leave the bus two hours ago and he took us to, to the
street that we needed and we were very [attempts unsuccessfully to
say thankful] because we were the last ones the last ones on the
bus and no one else was there and we didnt know what to do. Well,
because I could speak Spanish with the, with the man, umm, he drove
to, to the street. Thank you.
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AAPPL - DEMO http://aappl.actfl.org/
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LESSONS TO APPLY TO INSTRUCTION Learn to communicate Practice
communicating Assess communication
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HOW LEARNING FACILITATORS USE CAN-DO STATEMENTS Curriculum and
daily lesson planning Creating performance assessment and
task-specific rubrics Functions, text type, content, expectations
for accuracy
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BOTH LEARNERS AND FACILITATORS Can use statements to show
progression of a specific task: Can set as a goal Can do with help
Can do independently, but not all the time Can do independently and
consistently
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STRATEGIES FOR USING AAPPL Feedback to teacher and learners
Analysis of students meeting course - level proficiency target
Review of appropriateness of proficiency targets Improvement of
articulation based on what students can do
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HOW IS THIS MODEL OF ASSESSMENT BENEFICIAL? 43 StudentsYou as a
Teacher Administrators/ Community Next Levels Teachers