QUALITY ASSESSMENT IN THE SECOND LANGUAGE CLASSROOM

Presented by: Monica Davidson & Barb Huva

We have been teaching together for the past 16 years at George Elliot Secondary in Lake Country, near Kelowna (S.D. No 23) and have been working hard to create consistency in style, program and grading. Our most recent focus has been on improving oral production and assessment in our second language courses.

Welcome to:

According to Ken O’Connor, “effective grades need to meet four

overarching criteria for success: they must be consistent, accurate,

and meaningful, and must support learning.”

2

Consistent: Grades should not be a function of which teacher students have. They need to be the same from classroom to classroom.

Accurate: Grades need to be separated from behaviours. They need to be based on good quality assessment practices.

3

Meaningful: Grades need to communicate useful information to students and to everyone interested in their learning and must directly reflect specific learning goals.

Support learning: Grades should reflect student achievement ONLY. Formative assessments are designed to help students improve and in most cases are not used to determine grades. Summative assessments are designed to measure student achievement.

4

How confident are we as Second Language teachers that the grades our students receive are consistent, accurate, and meaningful, and that they support learning?

How confident are we that the grades we assign students accurately reflect our provincial prescribed learning outcomes?

LET’S CONSIDER

:

5

All of this is tied to quality assessment practices. So the ultimate question is:

What is quality assessment?

6

Quality Assessment is when the learning

outcomes are aligned with the assessment

practices.7

B.C. PRESCRIBED LEARNING OUTCOMES:www.bced.gov.bc.ca/irp/drafts/french.pdf

Thecurriculumorganizers ateachlevelareListening,ReadingandViewing,SpokenInteraction,SpokenProduction,Writing.TheseorganizersareusedtogroupallaspectsoftheFrenchcurriculum…Receptionprocesses(listening,readingandviewing)areanessentialpartofbothproductionandinteractionprocesses(speaking,writing).Languageandcultureareintertwinedandhencecultureisexperiencedthroughoutacommunicative‐experientialFrenchprogram.

8

According to Ken O’Connor, the evidence structure for assessment

of languages may use strands (we call these “BINS”)

such as vocabulary, grammar, speaking, reading, writing, and

listening.9

OUR GRADING SETUP:

BIN 1: Vocabulary 17%BIN 2: Grammar 17%BIN 3: Speaking 16.5%BIN 4: Reading & culture 16.5%BIN 5: Writing 16.5%BIN 6: Listening 16.5%BIN 7: Participation (work ethic) 0%BIN 8: Exercises (work ethic) 0%

10

Sometimes a single task must be separated into the different assessment areas (bins).

11

Our Grading Set-Up PRIOR to this year:Participation / Oral = 20%Quizzes / Tests = 35%Listening and reading comprehension = 35%Exercises / Written = 10%

How do you set up yourgrade book?  

Can you see this working for you?BIN 1: Vocabulary 17%BIN 2: Grammar 17%BIN 3: Speaking 16.5%BIN 4: Reading & culture 16.5%BIN 5: Writing 16.5%BIN 6: Listening 16.5%BIN 7: Participation (work ethic) 0%BIN 8: Exercises (work ethic) 0%

13

EVALUATING SPEAKINGQUESTIONS ORALES: 5 essential questions per unit that students practice each 

class in pairs, using a checklist (scaffold) to self and peer evaluate individual and peer progress.  

At the end of each chapter students are evaluated on the questions using the following rubric. 

With a focus on ORAL PRODUCTION & ASSESSMENT:

14

WOW! YOU GOT IT! NOT QUITE THERE

ASK FOR HELP

Message is clear and well‐developed with depth and detail using a wide range of relevant and appropriate vocabulary.

Message is fairly clear and well‐developed with detail using relevant and appropriate vocabulary.

Basic message is understood. Includes little detail and uses some relevant and appropriate vocabulary.

Parts of basic message can be understood. Uses little detail and has limited vocabulary.

Responds to partner's ideas in order to sustain interaction; supports or rescues partner.

Responds to partner's ideas and supports or rescues partner.

Attempts to respond to partner's ideas and questions.

Does not respond to partner's ideas and questions.

Interacts spontaneously; language flows easily.

May be hesitant but expression and intonation are appropriate.

May be hesitant with frequent short pauses but expression and intonation support meaning in places.

Is hesitant with frequent pauses; not enough language produced to be fluid.

Uses complex structures to make meaning precise.

Attempts to use complex structures to convey meaning.

Uses appropriate but basic structures to convey meaning. May be repetitive.

Uses simple structures, if any, and may be repetitive. Some English may be used.

Very few errors which do not detract from meaning.

Errors do not detract from meaning.

Errors disrupt communication. Errors prevent communication.

SPEAKING PERFORMANCE RUBRIC

Used by teacher to evaluate questions orales at the end of each unit.15

Unit: BienvenueComment t'appelles‐tu?Comment ça va? C'est quel jour aujourd'hui?C'est quelle date demain?Il est quelle heure?

QUESTIONS ORALES: Français 8

‐ EXAMPLE ‐

16

BIENVENUE ‐ QUESTIONS ORALESDid you….. Self Evaluation Coach (Peer)

CommentsYes Not enough

answer each question using as much vocabulary as possible?when saying the date include day of the week, number and month?

when you said the time include the time of day (du matin, de l'après‐midi, du soir)?help your partner with vocabulary or pronunciation?

make your voice sound natural (real) paying close attention to expression, and fluidity?

17

ORAL SELF‐ASSESSMENT PARTICIPATION RUBRIC

CATEGORIESWow!4

You Got It!3

Not Quite There2

Ask for help1

SPEAKING

I speak French/Spanish almost all of the time and help and encourage others when necessary.

I speak French/Spanish most of the time with little encouragement.

I speak French/Spanish only when prompted or encouraged by the teacher.

I rarely speak French/Spanish.

ON‐TASK

I work well despite distractions that may occur. I am consistently focused and on‐task.

I am rarely distracted by others and cause no distractions to others. I am mostly focused and on‐task.

I am sometimes distracted by others and occasionally distract others. I am off‐task for some of the time.

I am easily distracted and off‐task. I frequently talk English to others.

ATTITUDE

I show enthusiasm and eagerness to learn French/Spanish in class. I try hard to convey a positive attitude to others.

I demonstrate a positive attitude towards learning French/Spanish through contributions in class.

I occasionally make negative comments about learning French/ Spanish or people or the class.

I make negative comments about the French/ Spanish language, people or the class.

Hand in this sheet at the end of every other week. Checked by teacherDate: ___________________________ My total is /12 �Date: ___________________________ My total is /12 �

18

19

20

21

EVALUATING WRITTEN ASSESSMENT:We encourage multiple attempts to meet outcomesWe use a Written Performance RubricWe do NOT correct student writing, but instead use correction symbols o o o o 

ww

wt

wp

^_ ~ 

= SPELLING

= WRONG WORD

= WRONG TENSE

= WRONG PERSON

= MISSING WORD

= AGREEMENT

= ? (DON’T UNDERSTAND)

Regarding WRITTEN ASSESSEMENT:

22

WRITTEN PERFORMANCE RUBRICWOW! YOU GOT IT! NOT QUITE 

THEREASK FOR HELP

Message is clear and well‐developed with depth and detail using a wide range of relevant and appropriate vocabulary.

Very few errors which do not detract from meaning.

Message is fairly clear and well‐developed with detail using relevant and appropriate vocabulary.

Errors do not detract from meaning.

Basic message is understood. Includes little detail and uses some relevant and appropriate vocabulary.

Errors disrupt meaning.

Parts of basic message can be understood. Uses little detail and has limited vocabulary.

Errors prevent meaning.

Demonstrates very good understanding of verb tenses and grammar structures.

Demonstrates good understanding of verb tenses and grammar structures.

Generally accurate use of verb tenses and grammar structures.

Limited understanding of verb tenses and grammar structures.

Has varied sentence structure and is well‐organized and on topic. Uses transitional words to make sentences flow. 

Has varied sentence structure that has some variety and is organized and on topic. May use transitional words to make sentences flow. 

Rarely goes beyond basic sentence structure and may have difficulty completing the task.

Has poor sentence structure and has difficulty completing the task.

23

Correction symbolsMark based on rubric (4 pt scale)

24

WHERE DOES WORK ETHIC FIT?The teacher uses professional judgement based on the evidence from Participation and Exercisestogether with the Work Ethic Rubric.“E” = Excellent (4)“G” = Good (3)“S” = Satisfactory (2)“N” = Needs Improvement (1)

Ken O’Connor:Grades must be separated from behavior.

25

WORK ETHIC RUBRICDATE 

E,G,S,N E,G,S,NLEARNERListens to instructionsUses class time effectivelyIs self‐directed, motivated and reliable

Brings necessary materialsArrives to class AND is on timeCompletes and hands in assignments on time

Is organizedCONTRIBUTOR & COLLABORATORWorks well with othersHas a positive impact on the learning environment

Actively participates in learning activities

Is able to share his/her point of view

INNOVATOR & THINKERTries to apply content learned to new situations

Considers other's points of view when forming opinions

Can justify their point of viewOTHERParticipates voluntarily in classSpeaks in French/Spanish whenever possible

E = Excellent (4)G= Good (3)S = Satisfactory (2)N = Needs Improvement (1)

26

27

SAMPLE STUDENT

28

I can have a spontaneous clear and detailed conversation. I can clearly understand what is being said. I can write a clear and detailed composition that flows easily. I am able to read and understand written material with ease. I can use a wide variety of appropriate vocabulary. I can apply complex grammatical structures both orally and written. I take every opportunity to participate orally. I always complete homework and assignments to the best of my

ability.

LEVEL 4 = EXCELLENT ACHIEVEMENTWOW!

29

YOU GOT IT! LEVEL 3 = PROFICIENT ACHIEVEMENT

I can have a clear and detailed conversation. I can understand what is being said. I can write a detailed composition that flows. I am able to read and understand written material. I can use a good variety of appropriate vocabulary. I can apply appropriate grammatical structures both orally and written. I participate orally on a regular basis. I generally complete homework and assignments to the best of my

ability.

30

I can have a basic conversation. I can pick out the main idea(s) of what is being said. I can write a composition. I am able to read and understand the main idea(s) of written material. I can use appropriate vocabulary. I can apply basic grammatical structures both orally and written. I sometimes participate orally. I sometimes complete homework and assignments.

NOT QUITE THERE

LEVEL 2 = BASIC ACHIEVEMENT

31

ASK FOR HELP LEVEL 1 = INSUFFICIENT ACHIEVEMENT

I struggle with basic conversation. I have a difficult time identifying the main idea(s) of what is being

said. I have difficulty writing a composition. I struggle with reading and understanding written material. I have a limited vocabulary. I have difficulty controlling basic grammatical structures both orally

and written. I rarely participate orally. I rarely complete homework and assignments.

32

4 Pt Scale % /9 /10 /11 /12 /13 /14

1‐ 10 .5 1 1 1 1.5 1.51  25 2.5 2.5 3 3 3.5 3.51+ 40 4 4 4.5 5 5.5 52‐ 50 4.5 5 5.5 6 6.5 72 60 5.5 6 7 7.5 8 8.52+ 67 6 7 7.5 8 9 9.53‐ 73 6.5 7.5 8 9 9.5 10.53 77 7 n/a 8.5 9.5 10 113+ 83 7.5 8 n/a 10 10.5 n/a4‐ 86 8 n/a 9.5 10.5 11.5 124 90 8.5 9 10 11 12 134+ 98 9 10 11 12 13 14

4 POINT GRADING SCALE

33

34

Letter Grade Four Point Scale % for Calculation Description

A(86%‐100%)

4+ 98 WOW level I can have a spontaneous clear and detailed conversation I can clearly understand what is being said. I can write a clear and detailed composition that flows easily. I am able to read and understand written material with ease. I can use a wide variety of appropriate vocabulary. I can apply complex grammatical structures both orally and written. I take every opportunity to participate orally. I always complete homework and assignments to the best of my ability.

4 90

4‐ 86

B(73%‐85%)

3+ 83 YOU GOT IT level I can have a clear and detailed conversation I can understand what is being said. I can write a detailed composition that flows. I am able to read and understand written material. I can use a good variety of appropriate vocabulary. I can apply appropriate grammatical structures both orally and written. I participate orally on a regular basis. I generally complete homework and assignments to the best of my ability.

3 77

3‐ 73

C+(67%‐72%)

2+ 67 NOT QUITE THERE level I can have a basic conversation I can pick out the main ideas of what is being said. I can write a composition. I am able to read and understand the main idea(s) of written material. I can use appropriate vocabulary. I can apply basic grammatical structures both orally and written. I sometimes participate orally. I sometimes complete homework and assignments.

C(60%‐66%)

2 60

C‐(50%‐59%)

2‐ 50

I(0%‐49%)

1+(in progress)

40 ASK FOR HELP level I struggle with basic conversation I have a difficult time pick identifying the main idea(s) of what is being said. I have difficulty writing a composition. I struggle with reading and understanding written material. I have a limited vocabulary. I have difficulty controlling basic grammatical structures both orally and written. I rarely participate orally. I rarely complete homework and assignments..

1(in progress)

25

1‐(in progress)

10

When evaluation is done on a 4 point scale (grade) students are receiving meaningful qualitative feedback and can redo, retake and retest with ease.

Regardless of the assessment tool, the feedback can easily be a 4 point grade that refers back to the Star Posters for quality feedback. 

The most recent grade is always the accurate grade.

35

SUMMARYWhile no system is perfect, we have worked to create grading practices that reflect quality assessment.

Accurate assessment to reflect PLOs4 point scales (Star Posters) for meaningful feedback Rubrics for meaningful feedbackStudent participation in assessmentWork ethic (as behavior) is evaluated but separate from assessment

36

How might these ideas fit into your classroom?

37

38

Documents supporting this presentation, including this powerpoint, is posted next 

week at:

http://qualityassessmentwithbarbandmonica.weebly.com/

39

Thank you for

your

participation!

Before you leave, pick up your exit slip

with the WEBSITE for

the documents supporting

this presentation.

40