CSCTFL 2015
Martha Halemba, [email protected]
Proficiency vs. Performance: What's the Difference and Why Do I Need to Know?
Objectives
*Explain the difference between proficiency and performance
*Identify examples of proficiency and performance
*Explain the different levels of proficiency
*Explain why, when, and how to assess both proficiency and performance
Proficiency
• to communicate meaningful information
• in spontaneous interaction
• understandable to native speakers
• does not mean perfection
Performance• performance
in familiar contexts
• practiced and rehearsed
• connected to specific curriculum
Proficiency OR Performance?
My second year students Skyped with a student from the D.R.
They had practiced questions and knew vocabulary that we had learned in class dealing with classes, schedules etc. They felt very comfortable.
When the Skype actually happened, the vocabulary was slightly different, the questions he had were phrased in a variety of ways. They went to one word answers and struggled to form the questions they wanted to ask.
Proficiency Sublevels
*LOW
a baseline performance for the level; sustained but skeletal for the level; “Just hanging on”
*MID
solid performance for level; quantity/quality for the level; may have some features of the next level
*HIGH
sustained performance close to the next major level
Learning curve
In the heart of practice = performance
What they remember =
proficiency
Where they begin
Example of an examGoals for the chapter
Describe travel plansDistinguish between the preterit and imperfect tenses
Use present progressive Understand the metro and other tourist attractions
Are we testing this?interpretiveinterpersonalpresentational
Past experience
Example of testFill-in
verb, adjective = look at subject or noun and put the correct ending…. Comprehension?
Multiple choiceListen for the one word that gives the clue….comprehension?
Vocabulary fill- inReadingWritingListening
Past experience
Speaking Maybe evaluated once a quarter?
Culture If we have time
Extra credit
In English
Test created by book and/or after lessons are completed
*New experience
Vert
ical A
lign
men
t
• Advanced
• Intermediate
• Novice
Know where you are going
Align yourself
Align your department
Align your state
New experience
Start with the assessment goals / SLOs I can...
talk about a trip I tooktell my friends where to go (that is give them directions to my house )
tell my Grandma all about the things I saw in Madrid
ETC. Whatever captures your students’ interest according to their age and likes/dislikes
Design the IPA Interpretive*Reading- Metro web page for finding stations and basic
information (Doc)
*Listening- Couldn’t find authentic, so used the book testing but changed the format so they would have to listen and understand
Presentational*Write a letter to Granny about where you went what you saw
(spontaneous, not practiced)
Interpersonal*Talk to your friend on the phone. Tell him/her where you went
and what you saw so far, what you are doing now, and give him/her directions to the dog groomer.
Teach these in context
Functional Language
The grammar
*Preterit (PowerPoint)
*Familiar commands (Scavenger Hunt in HS)
*Present progressive (PowerPoint)
Vocabulary
*Public transportation words
*Direction vocabulary
*Transition words
*ETC.
Formative assessments
*Vocabulary assessments- Recognition/
Production
*Preterit assessments
*Present progressive assessment
*Etc.
Design activities to help learn
*iPads with places to go in Madrid and metro stops
(interpretive/presentational)
*PowerPoints with info / examples (interpretive)
*Command sheet (interpretive)
*Scavenger Hunt (interpretive)
Other Activities
*Give directions to your partner
(interpersonal)
*What time do
you…(presentational/interpersonal)
*Tic tac toe
*Trip list (presentational)
La BúsquedaVas a participar en un juego de búsqueda para conocer mejor la escuela.
• Vas a visitar algunos sitios de la escuela. Empieza en W204.
• En cada sitio, busca el QR-Code para recibir las direcciones al próximo lugar.
• Tienes que volver a la sala de clase en exactamente 30 minutos después de empezar la búsqueda.
• Si llegas tarde, no vas a ganar los puntos.• Escribe los sitios en el papelito. • Cuando vuelvas a clase, tienes que mostrarme la
historia de sitios en tu móvil.
**Nota: En cada sitio tienes que empezar las próximas direcciones con tu espalda al QR-Code.
Summative Assessment
IPA (interpretive, presentational, interpersonal)
Question: Is it performance or proficiency?
Performance
When to we use performance assessments?
*Repeatedly throughout the year
*Each chapter / unit / topic
Proficiency
IPA (interpretive, presentational, interpersonal)
What makes it different from performance?
*Not chapter/topic specific
*August and April
Online Resources
http://actflproficiencyguidelines2012.org/
http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf
http://oflaslo.weebly.com
http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Foreign-Language/World-Languages-Model-Curriculum/World-Languages-Model-Curriculum-Framework
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