2018 STARTALK Spring Conference
STRATEGIES FOR CHECKING FOR LEARNING AND
UNDERSTANDING Dr. Jennifer Eddy
WorldLanguageEducation.com
SESSION OUTCOMES
• I can develop performance tasks that are appropriate checks for understanding
• I can determine specific Can Do statements for learning and implementation during lessons
STARTALK Principle:
• Conducting Performance Based Assessments
• Session Track: Effective Assessments
WHY THIS SESSION?
Checking for learning and understandingUnless you check for
understanding you may
not know what students
have learned. But it is enough?
Nodding is not
enough!
Checking for understanding is an important part of a formative assessment system.
Go to www.Menti.com Our Menti Results!
• Checking for understanding must occur throughout the lesson, at least every 5-10 minutes.
• Non Verbal
• Verbal
Checking for understanding is an important part of a formative assessment system.
It’s an Interpretive response to materialyou listen, watch or readNon Verbal
• Draw what is described: Try whiteboards
• Choose the correct picture to match
• Put pictures in correct order of events
• Act out vocabulary item or concept
• At your tables, share a Non Verbal check for understanding you will use in a lesson. Create one now!
It’s an Interpretive response to material you listen, watch or read Verbal Checks
• Checking off or circling items from a list as you hear or watch
• Pose questions
• Categorize
• At your tables, share a Verbal check for understanding you will use in a lesson. Create one now!
Our Menti Results!
Performance based AssessmentDesign Tasks in three Communicative Modes
Interpretive Mode Tasks
Acquire new information
Infer
Organize
Pose questions
Interpersonal Mode Tasks
Plan, choose and come to consensus
Ask questions
Solve information gap
Presentational Mode Tasks
Solve a problem; Create a product
Apply information from two other modes
Copyright © World Languages for Performance, LLC. Eddy, J. 2006, 2014, 2015, 2017 All Rights Reserved
Glisan, E. W., Adair-Hauck, B., Koda, K., Sandrock, S. P., & Swender, E. (2003). ACTFL integrated
performance assessment. Yonkers, NY: ACTFL.
Interpretive mode
Interpersonal mode
Presentational mode
Mc Tighe, J., & Wiggins, G. (2005) Understanding by Design (2nd ed.). Alexandria, VA: ASCD. (Original work published 2001)
The ability to use knowledge and skills in a different context, setting, or situation from how it
was originally learned on one’s own,
with few to no cues or supports.
Transfer
Near to Novel Task for Transfer
Moving to Transfer Near Transfer Far TransferFormative Formative SummativeFamiliar Task
Some variation, some different details from previous teaching examples.
Unfamiliar Task with supports
May appear new but is presented with some cues to suggest approach or content.
Completely New Task.
Presented without cues and supportsLearners use their repertoire of knowledge appropriate for a new situation.
Copyright © World Languages for Performance, LLC. Eddy, J. 2006, 2007,2014, 2015, 2017. All Rights Reserved. Any use, reproduction, distribution or sharing of information in these materials in part or whole is prohibited without proper citation and permission of WLP and authors cited.
Each time more novelty to Completely New
Where do you get your authentic material?
13
Our Menti Results
14
What is the most important mode task to design well?
Our Menti Results
Interpersonal and Presentational Mode
What can the learner do as a
result of the task?
I can plan a food showwith meals fordifferent
lifestyles
Copyright © World Languages for Performance, LLC. Eddy, J. 2006, 2014, 2015, 2017 All Rights Reserved
Copyright © World Languages for Performance, LLC. Eddy, J. 2006, 2007,2014, 2015, 2016 All Rights Reserved. Any use, reproduction, distribution or sharing of information in these materials in part or whole is prohibited without proper citation and permission of WLP and authors cited.
“Bloom” with a Mode. “Bloom” with a Can-Do. Knowledge Comprehension Application Analysis Synthesis Evaluate
ChooseCollect CompleteCopyDefineDescribe Differentiate DistinguishFind IdentifyLabel MatchOrderOutline Underline
Arrange Categorize Change Chart CiteCircleClassify Demonstrate Determine DiagramIllustrateInfer Organize Paraphrase
Apply Calculate Change ChooseConduct Construct Demonstrate Manipulate Modify Organize Predict Show SolveTransfer UsePrepare
Analyze Categorize Classify Combine Compare Contrast Diagram Identify Outline Paraphrase Select Separate
Calculate CategorizeClassify Combine Compile ComposeCreate DesignDevelop Discuss Explain Paraphrase Produce ProposeRevise
AppraiseArgueAssess Compare Conclude DecideExplain InterpretJudgeJustify Recommend Relate Standardize Summarize
We Do-guided
17
Novice mid: I can communicate about very familiar topics using a variety of words and phrases that I have practiced and memorized.
Novice high: I can communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language. I can usually handle short social interactions in everyday situations by asking and answering simple questions.
Interpersonal - I can ask and answer simple questions about family, animals, likes, and dislikes.
I can pose simple questions about
Mulan’s likes and dislikes.
I can ask and answer questions about likes
and dislikes.
I can give information about myself including
simple likes and dislikes.
NCSSFL-ACTFL Performance IndicatorHow well
Program Can-DoWhat
Stage 3:Lesson Can Do
Program CAN-DO STATEMENTS from Template are unpacked into Lesson Can Do
Connect to theme
I can ask and answer simple questions about family, animals, likes and dislikes.
I can identify my family members.
I can find out who is in your family.
I can write a poem on what I do with my
family.
STAGE 3: Lesson Can-Do statements
From CURRICULUM TEMPLATE to LEARNING PLANSTAGE 1:
Program Can-Do statement comes from the curriculum template and is unpacked.
POTENTIAL PROBLEMS
• What language do they need to own before it is shown?
CONCLUSION• Checking for understanding is an important part of a formative
assessment system.
• Non verbal checks use gestures and visuals. Do not underestimate their power! It is pure comprehension without production yet.
• Let Interpretive mode tasks and Lesson Can Do statements provide the Verbal Checks for understanding they need to do the Interpersonal and Presentational Mode tasks in an integrated performance assessment
• Interpretive mode tasks is about ownership and acquisition. It must come first.
For More info Learn more about Checks for Understanding And Transfer here
• Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessments for your classroom. Alexandria, VA: ASCD
• Eddy, J. (2006). Sonidos, Sabores, y Palabras. Boston: ThomsonHeinle.
• Eddy, J. (2007). Children and Art: Uncovering Cultural Practices and Perspectives through works of art in world language performance assessment. Learning Languages, 12(2).
• Eddy, J. (2014) Turnarounds to Transfer: Design beyond the Modes. Learning Languages, 19 (2).
• Eddy, J. (2017) Unpacking the Standards for Transfer: Intercultural Competence by Design. In Rebecca Fox (Ed.) Special Volume on Intercultural Competence for Northeast Conference on the Teaching of Foreign Languages (NECTFL).
• Wiggins, G., & Mc Tighe, J. (2005). Understanding by Design (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. (Original work published 1998)
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