It All Starts with Proficiency: ConnecXng Assessment and Learning

It All Starts with Proficiency: Connec6ng Assessment and Learning

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Pete Swanson, ACTFL President Marty Abbo@, ACTFL Execu6ve Director

What do I need to know about PROFICIENCY to be an effec:ve learner or

teacher?

Ques:ons for Reflec:on and Discussion

1.  What does it mean to be proficient at something? How do you know when someone is proficient at riding a bike? What do you see?

2.  When someone is proficient at using language what does that mean? What do you see and hear?

3.  Would you say that being proficient at using language requires a learner to speak and write perfectly?

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Performance Toward Proficiency •  Performance is based on assessments reflecAve of

instrucAon leading to the development of language proficiency

•  Proficiency is independent use of language by learner •  Our goal is to provide learners with this independent

use of language through meaningful classroom pracAce

Proficiency

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�

InstrucAon and pracAce should target the next higher level of proficiency in order to help learners improve

Can communicate minimally with formulaic and rote utterances,

lists, and phrases

NOVICE

Teachers can expect Novice Learners to: •  make lists

•  introduce themselves

•  name objects they see

•  idenAfy things they like

•  IdenAfy people and give a brief descripAon

•  tell when they do certain acAviAes (days, Ame, months, seasons)

Can Novice Learners do anything other than imitate and repeat?

Intermediate Learners can:

•  describe a typical day

•  ask and answer quesAons comparing families

•  discuss/decide what to wear for a specific event

•  purchase a Acket to the movies

•  tell about a movie they like

Can create with language, ini6ate, maintain and bring to a close simple

conversaAons by asking and responding to simple quesAons

Novice Learners can: •  make lists

•  introduce themselves

•  name objects they see

•  idenAfy things they like

•  IdenAfy people and give a brief descripAon

•  tell when they do certain acAviAes (days, Ame, months, seasons)

Can communicate minimally with formulaic and rote uQerances,

lists, and phrases

What are the differences?


lists, and phrases

NOVICE

THEREFORE

Novice Learners need to prac6ce:

1. Using memorized language to express personal meaning

2. Asking quesAons -‐ Start with memorized quesAons

-‐ Ask quesAons that follow up on what partner said

3. Producing sentences (puXng memorized “chunks” together)

4.  Showing some self-‐correcAng/ediAng

Moving from Novice to Intermediate

What are the differences?

Advanced Learners can:

•  tell about an interesAng trip they took

•  explain how a science experiment worked from beginning to end

•  tell a story about something that happened to someone they know

•  relate a current event they have paid aQenAon to

•  compare two places, events, Ames •  solve a problem that has a

complicaAon

Can narrate and describe in past, present and future and deal

effecAvely with an unanAcipated complica6on

Intermediate Learners can: •  describe a typical day

•  ask and answer quesAons comparing families

•  discuss/decide what to wear for a specific event

•  purchase a Acket to the movies

•  tell about a movie they like

Can create with language, ini6ate, maintain and bring to a close simple conversaAons by asking and responding to

simple quesAons

INTERMEDIATE

THEREFORE

Intermediate Learners need to prac6ce:

1.  NarraAng and telling stories by connecAng ideas and sentences

2.  Organizing thoughts by using cohesion and chronology

3.  Describing by expanding details 4.  Expressing a point of view by giving

reasons for opinions 5.  Using language more spontaneously,

more independently

Can create with language, ini6ate, maintain and bring to a close simple

conversaAons by asking and responding to simple quesAons

Moving from Intermediate to Advanced

IdenAfy which of the following will be the most effec5ve to improve performance in your program:

I should help my learners:

1.  PracAce asking and answering quesAons

2.  Memorize unconnected lists of words

3.  Add more details and give examples

4.  Learn more grammaAcal structures

5.  Use more worksheets

6.  Use language to solve a problem or explore a website

PERFORMANCE develops through guided prac5ce of language funcAons

How do I create learning targets

for my program?

NCSSFL/ACTFL Can-‐Do Statements

Proficiency described from the learners’ perspective: “I can …”

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www.acel.org – PublicaAons – Guidelines & Manuals – Can-‐Do ….

Global Benchmarks

Global Can-Do Benchmarks

General description of the proficiency level for each of the modes

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Language Func:ons: Interpersonal Asking and responding to ques6ons

Novice Intermediate Advanced MID

ask some simple quesAons;

answer a variety of simple quesAons

LOW

ask and answer quesAons on

factual informaAon (familiar to

me)

HIGH

use my language to handle a

situaAon that may have a complicaAon

resolve an unexpected complicaAon that arises in a familiar situaAon

Language Func:ons: Presenta:onal Explaining and Elabora6ng

Novice Intermediate Advanced

MID

List my family

members, their ages,

their relaAonships to me, and what they like to do

HIGH

Write a short

announce-‐ment,

invitaAon, or thank you note

LOW

Write out a dral of a

presentaAon that I plan to present orally

HIGH

Write a simple

summary about

something I have

researched

LOW

Dral and revise an essay or

composiAon

Sample Unit: Novice Range

Language and Level/Grade

French Novice Range

Approximate length of unit 5 weeks Approximate Number of Minutes/Week

250 minutes

Theme/ Topic

Belonging/IdenAty: Leisure acAviAes with family & friends

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Assessments: 1.  List three things you do on a weekend and three

things you on a week day 2.  Role play being a famous person and an interviewer;

ask about leisure acAviAes 3.  Read an arAcle about free Ame acAviAes and answer

the comprehension quesAons

Sample Unit: Novice Range

Language and Level/Grade

French Novice Range

Approximate length of unit 5 weeks Approximate Number of Minutes/Week

250 minutes

Theme/ Topic

Belonging/IdenAty: Leisure acAviAes with family & friends

EssenAal QuesAon: How do my family, friends, and where I live influence my free Ame acAviAes?

NOVICE RANGE

o Uses memorized language o Relies on lists of words, phrases, simple sentences

o Makes a@empts at conversa6on o Uses limited, very familiar topic areas

o Handles short social interac6ons by asking and answering simple ques6ons

INTERMEDIATE RANGE

o  Creates with language o  Uses strings of connected

sentences o  Can ask and answer simple

ques6ons o  Uses a wide variety of

familiar topics o  Handles everyday situa6ons

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Belonging/Iden6ty How do my family, friends, and where I live influence my free 6me ac6vi6es?

Summa6ve Performance Tasks Interpre6ve

•  Listen to a person from ______ describe his/her family; put the names (father, mother, etc) of the family members under the pictures of acAviAes that each family member likes to do.

•  IdenAfy free Ame opAons for young people/families in a (schedule from a youth center, infographic, etc). Compare these opAons to ones in your community.

•  Watch a videoclip of an adverAsement for the Euro Space Center to determine purpose, audience, and message.

Presenta6onal Interpersonal Create a visual personal profile including acAviAes that you do aler school and on weekends with friends and family. Include which acAviAes you prefer and why. Load your profile on the class website welcome page (Edmodo) for your classmates to view.

Ask and answer quesAons about the visual personal profiles of the members of your small group. Work with your group to discuss and compile the informaAon into an infographic showing the acAviAes that your group does compared to what French students do. 21

Toolbox: Can-‐Do Statements

Toolbox Func6ons: LisAng family members, acAviAes Asking & responding to simple quesAons about family, acAviAes Expressing likes/dislikes about acAviAes Comparing families, acAviAes

Can-‐do Statements Interpre6ve Mode

(L + R) I can understand the names of acAviAes that people like/don’t like to do with the help of visuals. (R) I can understand several of the acAviAes on a schedule of events at a youth center. (R) I can understand some of the acAviAes that people in ___ like to do (in an infographic).

Presenta6onal Mode (S + W) I can talk and write about daily acAviAes that my friends, family, and I like or don’t like to do. (S + W) I can give simple reasons why I do certain acAviAes in my free Ame.

Interpersonal Mode I can ask and answer simple quesAons about the acAviAes my friends and family, and French students and families, and I like/don’t like to do. I can compare what my family and friends do to what families and friends in _____ do. 22

Toolbox: Grammar/ Vocabulary Toolbox

Func6ons: LisAng family members, acAviAes Asking & responding to simple quesAons about family, acAviAes Expressing likes/dislikes about acAviAes Comparing families, acAviAes

Can-‐do Statements Related Structures/Pa@erns Priority Vocabulary InterpreAve Mode

This is my (family member/friend). I like/don’t like….because…. He/she/we/they like…. Who is that? Do you like….? Does he/she like…? Do they like….? What do you/they like to do? What does he/she like to do?

To like To have Family Father, Mother Sister, Brother Grandmother Grandfather Dog, Cat Friend Soccer, Tennis, Basketball Playing videogames Watching television Going to movies Running, Walking Biking, Reading Dancing, Singing

(L + R) I can understand the names of acAviAes that people like/don’t like to do with the help of visuals. (R) I can understand several of the acAviAes on a schedule of events at a youth center.

PresentaAonal Mode (S + W) I can give simple reasons why I do certain acAviAes in my free Ame.

Interpersonal Mode I can compare what my family and friends do to what families and friends in _____ do.

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How to create effecAve learning?

The “work of teaching” involves the “core tasks that teachers must execute to help pupils learn”.

-‐ Ball & Forzani

Leading a discussion about an authenAc news arAcle

Engaging students in hypothesizing cultural perspecAves based on a set of products and pracAces

Assessing students’ interpersonal speaking skills

Examples in world languages

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The work of teaching also involves: (Ball & Forzani, 2009)

Knowing the ways in which a learner thinks about a topic or problem at hand then structuring the steps in the

learner’s development

Monitoring and assessing the learner’s progress.

Intricate work: Each episode of teaching consists of many tasks and moves not

visible to an observer.

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The Work of Teaching

Core Prac6ces/High-‐leverage teaching prac6ces (HLTPs)

“Tasks and acAviAes that are essenAal for skillful beginning teachers to understand, take responsibility for, and be prepared to carry out in order to enact their core instrucAonal responsibiliAes.”

(Ball & Forzani, 2009, p. 504)

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Core Prac6ces

Characteris:cs of Core Prac:ces •  Powerful in advancing student learning •  Not transparent or learnable through modeling alone

•  Complex instrucAonal pracAces

• Must be detailed, deconstructed, and explicitly taught

•  Unlikely to be learned well only through observaAon •  Can be assessed •  Need to be rehearsed and coached in the specific context •  Can be jusAfied to teacher candidates as being meaningful and useful for becoming skilled pracAAoners

Glisan & Donato, 2016. Adapted from TEI Curriculum Group,2008

Caveats

Think of core pracAces as those pracAces necessary for a beginning language teacher to get the job. If an applicant could not perform these pracAces, he or she would likely not be offered the posiAon.

Core PracAces are not meant to be an exclusive list.

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Slices of Core Prac6ces

Target language

use

Using gestures to support meaning making

Target language use

Large-‐grain and small-‐grain Core PracAces

Set of Teaching Moves a. b. c.

CORE PRACTICES

Use Target Language for Learning

Design Communicative Activities Plan with Backward Design Model

Teach Grammar as Concept and Use in Context

Use Authentic Cultural Resources

Provide Appropriate Feedback

•  Students AND teachers speak, listen, read, write, view, and create in the target language 90% or more during classroom time: comprehensible input, contexts, and interactions

•  Teachers design and carry out interpersonal communication tasks for pairs, small groups, and whole class instruction.

•  Instructors identify desired results THEN determine acceptable evidence THEN plan learning experiences and instruction.

•  Teach grammar as concept and use in context. Students focus on meaning BEFORE form.

•  Present interactive reading and listening comprehension tasks using authentic cultural texts with appropriate scaffolding while promoting interpretation.

•  Oral corrective feedback in speech or writing elicits output beyond a simple yes or no response.


lists, and phrases

NOVICE

Novice Learners need to prac6ce:

1. Using memorized language to express personal meaning

2. Asking quesAons -‐ Start with memorized quesAons

-‐ Ask quesAons that follow up

on what partner said

3. Producing sentences (puXng memorized “chunks” together)

4.  Showing some self-‐correcAng/ediAng

Can create with language, ini6ate, maintain and bring to a close simple conversaAons by

asking and responding to simple quesAons

INTERMEDIATE


Summa6ve Performance Task Interpre6ve


Evidence of Can-‐Do Statements: Novice High I can someAmes understand simple quesAons or statements on familiar topics

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Summa6ve Performance Task Interpre6ve


Evidence of Can-‐Do Statements: Novice High I can someAmes understand simple quesAons or statements on familiar topics Unit Specific Can-‐Do Statement: (L + R) I can understand the names of acAviAes that people like/don’t like to do with the help of visuals.

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Interpre:ve Task

Who in Yulan’s family does different acAviAes?

ACTFL -‐ Laura Terrill

____________________ ____________________

____________________ ____________________

____________________ ____________________

______________________ ______________________

____________________ ____________________


Summa6ve Performance Task Presenta6onal

Create a visual personal profile including acAviAes that you do aler school and on weekends with friends and family. Include which acAviAes you prefer and why. Load your profile on the class website welcome page (Edmodo) for your classmates to view.

Evidence of Can-‐Do Statements: Novice High I can write informaAon about my daily life in a blog. I can write about a familiar experience or event using pracAced material. 35


Summa6ve Performance Task Presenta6onal

Create a visual personal profile including acAviAes that you do aler school and on weekends with friends and family. Include which acAviAes you prefer and why. Load your profile on the class website welcome page (Edmodo) for your classmates to view.

Evidence of Can-‐Do Statements: Novice High I can write informaAon about my daily life in a blog. I can write about a familiar experience or event using pracAced material. Unit Specific Can-‐Do Statement: (S + W) I can give simple reasons why I do certain acAviAes in my free Ame. 36

Yulan


Summa6ve Performance Task Interpersonal

Ask and answer quesAons about the visual personal profiles of the members of your small group. Work with your group to discuss and compile the informaAon into an infographic showing the acAviAes that your group does compared to what French students do. Evidence of Can-‐Do Statements: Novice High I can exchange some personal informaAon. I can exchange informaAon using texts, graphs, or pictures.

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Summa6ve Performance Task Interpersonal

Ask and answer quesAons about the visual personal profiles of the members of your small group. Work with your group to discuss and compile the informaAon into an infographic showing the acAviAes that your group does compared to what French students do.

Evidence of Can-‐Do Statements: Novice High I can exchange some personal informaAon. I can exchange informaAon using texts, graphs, or pictures. Unit Specific Can-‐Do Statement: (can ask and answer simple quesAons about the acAviAes my friends and family, and French students and families, and I like/don’t like to do. I can compare what my family and friends do to what families and friends in ___ do. 39

Ask and answer quesAons about the visual personal profiles of the members of your small group. Work with your group to discuss and compile the informaAon into an infographic showing the acAviAes that your group does compared to what French students do.

Seal of Biliteracy

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Growing in States

Proficiency Requirement

State-‐Approved Seal Seal Under Considera6on

Advanced Low LA UT (Gold Level) MN (PlaAnum Level)

(Updated 1/19/16)

Intermediate High IL, TX MD Intermediate Mid RI, WA, VA,

UT (Silver Level) MN (Gold Level)

Intermediate Low NC (Global Language Endorsement) MN (World Lang. Proficiency CerAficate)

No proficiency requirement

CA

Up to local district NY (Pilot Phase) CO, CT, FL, HI, IA, MA, MI, OH, OR, TN, WI

To be determined IN, NM, NV, DC, NJ

AAPPL -‐ Demo

hQp://aappl.acel.org/

hQp://aappl.acel.org/demo

Available for: •  Arabic •  Chinese •  English-‐ESL •  French •  German •  Portuguese •  Russian •  Spanish

AAPPL RaAngs

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AAPPL Score Report -‐ Interpersonal

Conversation Builder

ACTFL -‐ Laura Terrill

Features of AAPPL ConversaAon Builder •  Assignment of prac+ce interpersonal tasks

–  Search the pool (level, language, keyword) – Write and produce original tasks (on topic of your choice)

– Assign to learners for pracAce (or search on own) •  Students respond (computer, mobile device) •  Play back student responses •  Provide feedback

Read more at: h@p://aappl.ac_l.org/tools Access at: h@p://aapplcb.ac_l.org/

Teachers and learners need to focus daily on the language performance goals (captured as Can-‐Do Statements)

•  Focus on meaningful tasks •  Understand that errors and mistakes are part of moving towards higher levels of performance

•  Refer to Can-‐Do statements to guide performance to the next higher level – always be looking ahead to plan tasks (don’t jump too far too fast)

•  Be paAent – it takes Ame to establish strong performance at each level; it takes Ame to move with consistency into the next higher level

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WHAT DOES THIS MEAN TO ME AS A TEACHER or TO A LEARNER?

Performance toward Proficiency

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Learning Experiences (Bridge)

To bridge from performance to proficiency:

1.  Have learners pracAce using language through simulaAons of real life acAviAes


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2.  Use authenAc resources (so learners become used to siling through all they heard, read, or view, but sAll accomplish the task)


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2.  Use authenAc resources (so learners become used to siling through all they heard, read, or view, but sAll accomplish the task)

3.  Create situaAons where learners have to ask quesAons (and don’t already know the answer)

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REFLECTION

What are you already doing to create authenAc learning experiences to bridge from performance to proficiency?

It All Starts with Proficiency: Connec6ng Assessment and Learning

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Pete Swanson, ACTFL President Marty Abbo@,

ACTFL Execu6ve Director

Documents

It All Starts with Proficiency: ConnecXng Assessment and Learning