This page contains the agenda for each class period of Span 676/SLaT 604.



12-10-13:


5-min. Conference Presentation

Topic: Assessment-related
Time: 5 minutes
Context: (Why should your audience care?)
Meat: Key concepts or principles - What is it that your audience doesn't understand about assessment that if it did understand, would cause them to assess differently?
Conclusion - Powerful, emotional, action-motivating aha

12-5-13: Teacher Evaluation


Today's Topic: Teacher Evaluation

Today's Objectives:
  • Students will explain the primary purposes of teacher evaluation.
  • Students will identify critical variables that may influence teacher evaluation
  • Students will justify and defend their perspectives re: teacher evaluation.

Guiding Questions:

1) What are the primary purposes of teacher evaluation?

2) Why is teacher evaluation such a hot topic in today's schools?

3) How do schools presently evaluate teachers? How do teachers really learn and improve?

Housekeeping:


Today's Tools: Charlotte Danielson Framework, TELL Project, Walkthrough Evaluations

Today's Activities:

1) Perspectives on Teacher Evaluation (Purposes)

Teacher Evaluation

  • Accountability
  • Blame Game
  • Continuous Improvement
  • Just Fix It!
  • Legislation
  • Merit Pay
  • School Finance
  • School Reform
  • School Improvement Grants

2) Teacher Evaluation in Practice

Tired Teachers



The "Business" of Teacher Evaluation and Professional Development

3) How do teachers really learn and improve?
  • Dr. M's Research
  • Attention (Novice v. Experts)
  • Pattern Libraries
  • Shifts in Perspective
  • Conversations (Craft Wisdom v. Research)
  • Reflection
  • Action

4) Products of Teacher Evaluation

12-3-13: Assessing Writing


Today's Topic: Writing Assessments

Today's Objectives:
  • Students will identify key concepts and principles of writing assessment.
    • Students will identify the characteristics of effective writing assessment activities.
    • Students will determine how a teacher can help students learn how to write more effectively in order to become successful in their language learning.
    • Students will create and develop lesson plans with assessment in their target language.

Guiding Questions:

1) What is writing assessment?

2) How do you writing reading?

3) How can teachers help students write more effectively?

Presentation:


Hand-outs:
https://docs.google.com/document/d/1z4W2ZYu56xuMQQb1fQc25dbT_QdthhlvPucKQqehMbA/edit

Housekeeping:


Brainstorming ideas from class:
Personal writing: write an email about what you bought in Japan
Write Christmas cards to friends or relatives. Send well wishes. Thank them for 1 thing. Say hi to them from 1 person

Job related:
Job posting for a Taiwanese stylist
Holiday Schedule
Flier for Company Christmas Party

Academic:
Lit review on symbolism in Chinese fashion and Taoist thought
They will write on the origin of the piñata in Mexico and what it symbolizes.




Today's Activities:

11-21-13: Assessing Reading


Today's Topic: Reading Assessments

Today's Objectives:
  • Students will identify key concepts and principles of reading assessment.
    • Students will be able to identify the characteristics of a good reader.
    • Students will be able to determine how a teacher can help a student to become a good reader.
  • Students will apply principles of reading assessment to develop self-reading assessment in their target language.

Guiding Questions:

1) What is reading assessment?
Skills vs. Strategies
2) How do you assess reading?
Processes vs. Products
3) How can teachers help students self-assess?

Housekeeping:


Today's Activities:

PowerPoint presentation


Worksheet


11-19-13: Assessing Speaking


Today's Topic: Speaking Assessments

Today's Objectives:
  • Students will
  • Students will
  • Students will

Guiding Questions:

1) What
2) Why
3) How

Housekeeping:


Today's Activities:

Pink Panther: I Would Like to Buy a Hamburger








11-14-13: Assessing Listening


Today's Topic: Listening Assessments
I saw this picture and I thought it went well with "Realistic" from the lesson today. This really could happen though!!
dolphin and bird.jpg
Today's Objectives:
  • Students will discuss the challenges of listening in the target language
  • Students will identify effective listening strategies for language learners
  • Students will create an appropriate listening task for a specific proficiency level

Guiding Questions:

1) Why is listening a difficult skill in the target language?
2) How do authentic and pedagogical tasks differ?
3) How does one create an appropriate listening assessment for specific proficiency levels?

Housekeeping:


Today's Activities:






11-12-13: Program Admissions


Today's Topic: Assessment Tools for Program Admissions

Today's Objectives:
  • Students will identify characteristics required for success in MA programs in the Dept. of Spanish & Portuguese at BYU.
  • Students will collaboratively apply principles of assessment to create an effective IPA-like writing assessment for program admissions.

Guiding Questions:

1) What characteristics do successful MA students in the Dept. of Spanish & Portuguese demonstrate before, during, and after their programs?
2) What components would an IPA-like writing assessment need to have in order to allow faculty to evaluate whether or not prospective MA students possess the above-mentioned characteristics?
3) How would you recommend that faculty evaluate such an assessment?
4) What would a rubric effective in evaluating and scaffolding MA students' performance on a thesis look like?


Housekeeping:

Spiritual thought quote:
Scariness is the true measure of a monster, if you are not scary, what kind of a monster are you? - Monster University


Today's Activities:
  • Real World Project: Improving the M.A. Application Process
    • Analysis of Skills Required for Successful Completion of Program & Thesis
    • Selection of Topics & Texts
    • Development of Tasks
  • Collaboration Time for Assessment Chapter Teaching Project
  • StudiesSupportRewardsTraditionalTeachingHwkOrDoThey.JPG



11-9-13: Pedagogical Applications


Today's Topic: Pedagogical Applications of Assessment

Today's Objectives:
  • Students will identify key concepts and principles of assessment.
  • Students will engage colleagues in hands-on experiences with assessment.
  • Students will apply principles of assessment to improve the M.A. application process.

Guiding Questions:

1) What concepts and principles of assessment are most critical (re: the chapter you selected)?
2) How will you engage your colleagues in meaningful experiences that offer them new insights regarding assessment?
3) How can principles of effective assessment and the IPA process be applied to improve the MA application process?

Today's Activities:

Housekeeping:

  • Warm-up: Susy
  • Food: Jessica
  • Collaborative Teaching Project
  • Real World Assessment Project

11-7-13: Pedagogical Applications


Today's Topic: Pedagogical Applications of Assessment

Today's Objectives:
  • Students will identify key concepts and principles of assessment.
  • Students will engage colleagues in hands-on experiences with assessment.
  • Students will apply principles of assessment to improve the M.A. application process.

Guiding Questions:

1) What concepts and principles of assessment are most critical (re: the chapter you selected)?
2) How will you engage your colleagues in meaningful experiences that offer them new insights regarding assessment?
3) How can principles of effective assessment and the IPA process be applied to improve the MA application process?

Today's Activities:
  • Real World Project: Improving the M.A. Application Process
    • Analysis of Skills Required for Successful Completion of Program & Thesis
    • Selection of Topics & Texts
    • Development of Tasks
  • Collaboration Time
  • StudiesSupportRewardsTraditionalTeachingHwkOrDoThey.JPG



Housekeeping:

  • Warm-up: Fernando
  • Food: Dr. M.
  • Collaborative Teaching Project
  • Arrangements for ACTFL

11-5-13:


Today's Topic:

Today's Objectives:
  • Students will
  • Students will
  • Students will

Guiding Questions:

1)
2)
3)

Today's Activities:

Housekeeping:

  • Warm-up: Jessica
  • Food: Elizabeth
  • Collaborative Teaching Project
  • Arrangements for ACTFL

Activity 1: Language Assessment & Autism

  • AB - Facebook Post About an IEP Meeting
  • BP - Schedule changes for special ed kid whose parents pull out of spec ed
  • LJ - Focus on the needs of the student, rather than fitting the students into the existing programs

Activity 2: What Does the Field Say About Language Assessment
  • Responses to Informal Facebook Survey
  • How can we use what we know to help?
  • Implications for SWCOLT (November 15 Deadline)
  • Implications for Future Research & Writing

Activity 3: Technology Tools


10-31-13: Assessing Students with Special Needs


Today's Topic: Adapting Assessments for Students with Special Needs

Today's Objectives:
  • Students will identify assessment-related challenges experienced by students with special needs.
  • Students will explain how specific special needs affect their ability to perform common assessment-related tasks.
  • Students will articulate the pedagogical and assessment-related implications of specific special needs.

Guiding Questions:

1) What are some of the challenges that students with special needs experience in the context of assessment?
2) How do specific exceptionalities influence students' ability to complete common assessment-related tasks?
3) How can teachers better support students with special needs so that assessments reflect their actual understanding & skills?

Today's Activities:

Housekeeping:


Activity 1: Debrief of Peer Review Process

Activity 2: Assessment Challenges & Pedagogical Solutions (Carrousel Walk)
CarrouselWalkSpecNeeds.jpg

CarrouselWalkSpecNeeds2.jpg

Activity 3: Special Needs Simulations

Activity 4: Discussion

Activity 5: Growing Up Gifted Video Clips

Bright v. Gifted Learners









Activity 6: At-risk Students & the Study of Foreign Languages In Schools (Jigsaw)


10-29-13: Peer Review of Articles


Today's Topic: Formative Assessment & Peer Review

Today's Objectives:
  • Students will articulate key principles of formative assessment.
  • Students will give effective feedback to colleagues on course assignments.

Guiding Questions:

1) How does formative assessment influence student performance in world language education?
2) What kind of formative assessments are most effective in improving students' target language proficiency?
3) How can carefully-scaffolded, collaborative, process writing and peer review support students' performance?

Today's Activities:

Housekeeping:


Activity 1a: Of instructions, scaffolding, grading, & feedback

1) Should the student be given a passing or a failing grade for this assessment?
2) How might the teacher revise the instructions to improve student performance?
3) How might the teacher improve the design of the worksheet to better scaffold student performance?

Activity 1b: The Spelling Test

I am sharing this anecdote from Dr. Knapp with her permission:

Son: I missed 2 words on my spelling test.

Dr. K: Why?

Son: Because I didn’t have an eraser on my pencil, so I couldn’t fix my mistakes.

Dr. K.: Why didn’t you just scratch out your original answers and write your corrections beside them?

Son: Because there was no room on the paper.

What does this teach us about how children reason? What implications does this have for the ways we design, administer, and interpret assessments?

Activity 2: Peer Review of Articles

1) Sit with your group members.

2) Author: The main thing I need help with is . . .

3) Author: Read 3 paragraphs aloud.

4) Group: Discuss the article as though the author was not present (author stays silent):

  • My biggest insights/ahas . . . .
  • Things that were unclear . . . .
  • I wish the author . . . .
  • One suggestion I have for the author . . . .

5) Author: Ask questions/make comments about what else you need from the group.

10-24-13: Writing for Publication (Part 2)


Today's Topic: Writing for Publication (Part 2)

Today's Objectives:
  • Students will identify common breakdowns in professional writing.
  • Students will apply writing strategies to address breakdowns in their own professional writing.

Guiding Questions:

1) What are some common problems teachers experience when writing for professional purposes?
2) What writing strategies can teachers use to improve their own professional writing?

Today's Tools: Readability.info

Today's Activities:

Housekeeping:

Activity 1: Writing Tips

Ideas & Content
  • Is it accurate?
  • Is it interesting?
  • Does it contribute to the field?

Organization/Structure
  • Strategy 1: Identify a key word in each paragraph. Tell yourself "the story" of your article from the key words. Add/delete/rearrange anything that is out of order.


KeySentences.jpg

  • Strategy 2: Identify your key sentence from each paragraph. Do they form a logic chain?

  • Strategy 3: Transitions (between paragraphs, between/within sentences)
TransitionalWords.jpg

Word Choice

Passive Voice
  • Strategy 1: Avoid the verb "to be"
  • Strategy 2: Replace "weak" verbs with stronger ones
  • Strategy 3: Upload your paper to http://www.readability.info and make any necessary changes based on the results

Prepositions
  • Strategy 1: Replace: "to ask for--> to request," "to throw up-->to vomit," "to come back-->to return"

Voice
  • Consider the role of genre
  • Genre activity
  • Hear "the voice of the genre" in your head
KeyProblems.jpg

Mechanics
  • Commas
    • Introductory clauses
    • Before conjunctions when . . .
  • Punctuation goes inside the quotation marks



ACTIVITY 2: The Peer Review Process
  • Explanation
  • Demo


10-22-13: Writing for Publication


Today's Topic: Writing for Publication

Today's Objectives:

  • Students will identify key principles of writing for publication.
  • Students will identify key principles of writing to impact professional action.
  • Students will revise publications in progress based on formative feedback.

Guiding Questions:

1) What are some key principles of writing for publication in the field of world language education?
2) What factors influence whether or not teachers read and take professional action on a professional publication?
3) How can professionals increase the likelihood that their professional publications will be accepted by journals that target practitioners, read by classroom teachers, and have an impact on the profession?

Today's Tools: PenzuLogo.jpg, WikispacesLogo.png

Housekeeping:

Today's Activity: Round-robin Feedback on Articles

1) State your topic.
2) Read your title.
3) Give us a 3-sentence abstract and/or read us your logic chain.
4) Listen to your colleagues.
5) Discuss:

  • Does the topic address a problem classroom teachers ALREADY think they have? If not, how could it be tweaked so it does?
  • Is the title "teacher-friendly?" If not, what needs to be changed?
  • What about the title captures teachers' attention and makes them want to read more? If nothing, what needs to be adjusted?
  • Does the title clearly describe the content of the article?
  • Does the organization (logic chain) make sense?
  • Does the content sound useful?
  • What changes do you recommend?


10-15-13: Giving Feedback


Today's Topic: Giving Feedback

Today's Objectives:

  • Students will articulate key principles of giving effective feedback.
  • Students will give effective feedback to colleagues on course assignments.

Guiding Questions:

1) How does feedback influence student performance in world language education?
2) What kind of feedback is most effective in improving students' target language proficiency?
3) Why do many world language teachers find it difficult to give effective feedback?

Today's Tools: ScreenrLogo.JPG

Housekeeping:

Activity 1: Plans for Thursday:
TheComprehensibleClassroomLogo.JPG - Lots of great activities for assessing world language students

Activity 2: Articles

"The Assignment"
  • Language Educator
  • Teacher-friendly
  • Choose a topic related to assessment
  • What is your goal?

Activity 3: Giving Feedback

Activity 4: ScreenrLogo.JPG as a tool for giving feedback

10-10-13: Peer & Self-Assessment


Today's Topic: Peer Assessment, Self-assessment, & Student-led Conferences

Today's Objectives:

  • Students will explore strategies and templates for peer assessment and self-assessment.
  • Students will explore technological tools for assessment.

Guiding Questions:

1) What are the affordances and constraints of peer and self-assessment?
2) How can student-led conferences strengthen the impact of assessment?
3) How can technological tools facilitate assessment?


Today's Tools: PadletLogo.png

Housekeeping:
Be more dog

Rebecca´s Dog Bomb


Activity 1: Awkward Moments Only Artists Understand

  • What do the questions show you about other people's perspectives re: the art and the artist? (Peer Assessment)
  • What do the artist's reactions tell you about the artist's own self-assessment?
  • What issues/challenges does this video reveal re: peer assessment and self-assessment?



Activity 2: Discussion of Self Assessment
SelfAssessmentAgenda.jpg
What factors influence self-assessment?
  • Affective Factors
    • Can influence:
      • Confidence
      • Self-concept
      • Process
      • Validity

  • Goal-Setting
  • Reflection
  • Self assessment
    • For teachers
    • For students
      • Need guidance (scaffolding)
      • Should allow students to "show what you know"
      • Perspective Shift

Activity 3: Key Principles of Self-Assessment

1. Checklist of requirements vs measuring progress
2. Specific descriptions of achievements
3. +/- assessment
4. Opportunities both to identify improvement (I’m getting better at this) and and set goals.
5. Reflection: a chance to review your own work and then make some determinations about what you see

KeyPrinciplesSelfAssessment.jpg
Elliott Eisner: Wrote a book “The arts and the creation of mind” that addresses the importance of teaching students to self-evaluate the quality of their own work

Activity 4: Brainstorm Ideas for Self-Assessment in World Language Classes


  • Communication
    • I understand what the teacher says.
    • I can express my ideas to my classmates.
    • I can understand a simple reading given in class.
  • Effort
    • Listening Log
      • Pre-listening (predictions)
      • Listen 3 times
      • Post-listening
        • What did I understand?
        • What would I do differently next time?
    • Reading Log
      • List familiar words that they know
      • List words they don't understand
  • Participation
  • Preparation
  • Progress
  • Timed speaking or writing

Activity 5: Sample "Self-assessments"


Activity 6: Peer Assessment

  • Peer Assessment Examples (Movie Discussion in Small Groups with Peer Evaluation)
  • Peer Assessment Simulation
GroupPeerAssessment.jpg

AssessmentClass.jpg
Issues2.JPG


10-8-13: Portfolio Assessment


Today's Topic: Portfolio Assessment

Today's Objectives:

  • Students will discuss the affordances and constraints of portfolio assessment.
  • Students will explore technological tools for portfolio assessment.

Guiding Questions:

1) What are the affordances and constraints of portfolio assessment?
2) How can technological tools facilitate portfolio assessment?

Today's Tools: Linguafolio,
Tools for Assessment

Housekeeping:

I Will Not Let An Exam Result Decide My Fate

SusyFood.jpg
  • Discussion of Homework
    • Revision of Project Assignment Sheet & Rubric
    • Article (Thesis & Logic Chain of 7 Statements)
    • - Example of a logic chain
    • General Conference & Assessment
      • Thoughts on the links? Thoughts on self-assessment? What would a "spiritual portfolio" look like?
      • Julie Hansen Olson's Notes

Today's Agenda:

Task 1: German Audio Assessments from Brandee Mau's classes
  • What can you say about individual student work based on these samples?
  • What role would these samples play in a students' portfolio?
  • What can you say about the language program at this school based on these samples?
  • How would you grade this work?
  • How might a student use this work in the context of student-led conferences?

Task 2: Linguafolio

  • What is Linguafolio?
    • Linguafolio Self-assessment Grid (notice the can dos, the focus on proficiency levels, the focus of self-assessment)
    • Linguafolio Self-assessment Checklists
      • Is there a difference between a checklist and a rubric?
      • What does a rubric do that a checklist doesn't?
      • What do you like and dislike about these checklists?
      • How is involving students in self-assessment potentially beneficial?
  • How might "can do" statements influence curriculum, instruction, and assessment?
  • Why is Linguafolio become so popular in many school districts?
  • Could a Linguafolio approach be useful at the university level?

Task 3: Tools for Assessment
  • What are some existing, web 2.0 tools that could be used for portfolio assessment?
  • How might wikis be useful for portfolio assessment?
  • What other tools are available?


Task 4: Integrated Performance Assessments (IPAs)
  • What is an IPA and what experiences have you had with them?
  • How are IPAs structured/developed?
  • What ideas do you have for IPAs?



10-3-13: Program Assessment


Today's Topic: Program Assessment

Today's Objectives:

  • Students will identify, describe, and explain characteristics of effective world language programs.
  • Students will evaluate the effectiveness of program-level assessment instruments.
  • Students will justify and defend program assessment.

Guiding Questions:

1) What are the characteristics of effective elementary, middle school, high school, and college/university world language programs (and how might those characteristics influence program-level assessment instruments)?
2) How do course evaluations, diagnostic tests, exit exams, and placement exams contribute to program-level assessment?
3) Why is program assessment important?

Today's Tools:

Housekeeping:

Today's Agenda:

Activity 1: Discussion of Department-wide Assessment Day Activities

Activity 2: How Can We Make Assessments Meaningful?



10-1-13: Examining Student Work & Rubrics


Today's Topic: Examining Student Work & Rubrics

Today's Objectives:

  • Students will examine project-based assessments.
  • Students will identify patterns of performance in student work.
  • Students will give students and colleagues feedback designed to improve their performance.
  • Students will create rubrics that can be used as tools for proficiency-based assessment and providing feedback on performance.

Guiding Questions:

1) What kinds of information can project-based assessments provide us about student performance in world language education?

2) How can teachers use patterns of performance in student work as tools for instructional decision-making?

3) How can rubrics be used as tools for providing feedback and developing students' target language proficiency?

Today's Tools:

Housekeeping:

Curry.jpg
Today's Agenda:

Activity 1: Data-driven Instruction

  • Data-driven Instruction
    • What is it?
    • Example: True Colors Spreadsheets
    • Pros/cons
  • What can patterns of performance in student work teach us about . . . ?
    • constructing projects that develop proficiency?
    • providing feedback?
    • mentoring colleagues?
    • instructional decision-making?
    • creating rubrics?
    • grading?
  • What structures can be used to support teachers in examining student work?
    • Lesson Study
    • Standards in Practice
    • Walk-through Evaluations

Activity 2: Examining Student Work
ExaminingStudentWork.jpg

Activity 3: Giving Feedback

Activity 3: Crafting Effective Rubrics
  • Keys to Curriculum Development - Are 3-column rubrics justified?!

rubistar_logo.gif
ACTFLPerformanceDescriptors2012.jpg

ACTFLProficiencyGuidelines2012.JPG

9-26-13: Performance-based Language Assessment


Today's Topic: Performance-based Language Assessment

Today's Objectives:

  • Students will compare and contrast the advantages of integrated performance assessments (IPAs) with more traditional assessments used in world language education.
  • Students will explore project-based assessments.
  • Students will experiment with web 2.0 technologies as tools for assessment.
  • Students will identify and explain key relationships between curriculum, instruction, assessment, and program articulation.

Guiding Questions:

1) In what ways do performance-based assessments help resolve some of the assessment challenges teachers face in world language education?

2) In what ways can technology-infused projects support effective assessment in world language education?

3) How is assessment related to curriculum, instruction, and program articulation?

Today's Tools:

Housekeeping:

Today's Agenda:

Activity 1: Project-based Assessment


Activity 2: Keys to Successful Project-based Assessment

  • Giving Instructions
IMAG1159.jpg
  • Comprehensible Input
  • Scaffolding (& Multiple Representations)
IMAG1160.jpg
  • Checking for Understanding
  • Learning Checks
  • Adjusting Instruction

Activity 3: Building Proficiency--The Very Next Step

  • What is the relationship between curriculum, instruction, assessment, and articulation?
  • How can we progressively build proficiency without completely revamping our curriculum all at once?


AssessmentClass.jpg


Activity 3: Technology-infused Assessment Projects





9-24-13: Standards-based Language Assessment


Today's Topic: Standards-based Language Assessment

Today's Objectives:

  • Students will compare and contrast the advantages of standards-based assessments with more traditional assessments used in world language education.
  • Students will identify and explain key relationships between curriculum, instruction, assessment, and program articulation.

Guiding Questions:

1) In what ways do standards-based assessments create new challenges for teachers (by contrast with the types of assessments that have historically been used in world language education?)

2) How is assessment related to curriculum, instruction, and program articulation?

Today's Tools:

Housekeeping:

Today's Agenda:

Activity 1: Standards-based Assessment

1) What did you think of Paul Sandrock's handout from the BYU Mini-course? (Similar to this one on: Integrated Performance Assessment)

2) Pretend Paul Sandrock is sitting in the room with us. Tell him:
  • 1 compliment
    • What did you like about the article?
    • What "ahas" or insights did you experience as you read the article?
  • 1 challenge
    • Do you disagree with any of the author's ideas?
    • What challenges will you face in trying to implement the author's ideas in your classroom?
  • 1 question
    • Was there anything in the article that you did not understand?
    • What additional information do you need in order to try to act on information from this article?

Activity 2: Finish: Evaluating Research in Academic Journals

Teachers often feel incapable of evaluating research.
The same process as the one we used for the activity above can be employed.
Consider the factors from 9-19-13 (Reading Research).
  • Article Round Robin
    • Find a partner.
    • Give a copy of your article to your partner.
    • Read the abstract.
    • Skim the article.
    • Note:
      • 1 compliment
        • What did you like about the article?
        • What "ahas" or insights did you experience as you skimmed the article?
      • 1 challenge
        • Is the purpose of the article useful?
        • Does the article address an important (significant) problem (as opposed to just one in which you are interested)?
        • Is the scope of the problem the article tries to address reasonable?
        • Are key terms clearly defined?
        • Does the article rely on current, credible, relevant sources?
        • Is the study valid (does it measure what it claims to measure)?
        • Is the study reliable (does it measure what it claims to measure consistently)?
        • Does the author make claims that overgeneralize the findings of the study to populations that are not comparable?
        • Are the claims made reasonable, given the composition and number of the participants (sample size)?
        • Was adequate data collected that actually provides information about the research questions?
        • Was data analyzed in ways that make sense, given the aims of the study?
        • Does the author clearly state the limitations of the study?
        • Was the study conducted in ethical ways?
        • Are the findings based on quality evidence and interpretation free of biases?
        • Has the author conflated correlation with causation?
        • Are there any ideas in the article with which you disagree?
        • Does the article fail to address pedagogical challenges?
      • 1 question
        • Was there anything in the article that you did not understand?
        • Was there anything missing from the article that needs clarification?
        • What additional information do you need in order to try to act on information from this article?


9-19-13: Reading Research


Today's Topic: Reading Research on Second Language Assessment

Today's Objectives:

  • Students will evaluate the quality of research articles on assessment in world language education.
  • Students will articulate the policy- and program-related implications of research articles on assessment in world language education.
  • Students will use research on assessment in world language education to justify and defend pedagogical decisions.

Guiding Questions:

1) How can one tell whether or not a research article is of high quality?
2) How can research on assessment in world language education support program and policy development?
3) How can research on assessment support pedagogical decision-making?

Today's Tools: Google Scholar, Zotero

Housekeeping:

ACTIVITIES:

Activity 1: Evaluating Research in Academic Journals

EvaluatingResearchInAcademicJournals.jpg

1) Where does the credibility of research break down?
2) What disciplinary conventions can influence the PERCEPTION of your credibility as a researcher?


  • Structure of an Article
  • Title
  • Abstract
  • Introduction
    • Problem Statements
      • Purpose of the Study
      • Scope of the Problem
      • Interest in the Problem v. Significance of the Problem
  • Literature Review
    • Definition of Terms
    • Relevant
    • Credible Sources
    • Current
    • Critical
  • Methodology
    • Validity
    • Reliability
    • Generalizability
    • Sample Size/Composition
    • Data Collection
    • Data Analysis
    • Limitations
    • Ethics
  • Findings/Results
  • Discussion & Implications
  • Conclusions
  • References
  • Appendices

ACTIVITY 2: What are some factors that make research frustrating for K-12 practitioners?

IMAG1108.jpg

1) Why do many K-12 teachers reject research (or choose not to read it)?
2) How has The Language Educator attempted to address these concerns?
3) How can you become an ambassador for educational research?
4) What implications do these issues have for the articles you will be writing for practitioners?
CriteriaForEvalArticles.jpg

Activity 3: Round Robin Review of Articles About Assessment

1) Find a partner.
2) Partner A: Read the abstract of your partner's article aloud.
3) Partner B: State one "aha" your article produced.
4) Partner B: State one problem you see with the article.
5) Partner A & B: Evaluate the article based on the factors we discussed in class.

Activity 4: Zotero

1) What is it?
2) How can you use it to organize the research you find?
3) How can you use it to take notes on the research you read?
4) How can you use it to support your professional writing?
5) How can you use it as a tool for lesson planning?


9-17-13: Purposes & Principles


Today's Topic: Purposes & Principles of Second Language Assessment

Today's Objectives:

  • Students will articulate key purposes and principles of world language assessment.
  • Students will utilize key principles of world language assessment to analyze and evaluate curriculum, instructional practices, and student assessments.
  • Students will utilize key principles of world language assessment to justify and defend policy and program-related decisions.

Guiding Questions:

1) How might an understanding of key principles and purposes of world language assessment be used to transform world language education?
2) How might classroom level assessment help teachers to discriminate among in/effective curricular and classroom practices?
3) In what ways can assessment be used as a tool for making and defending program and policy-related decisions?

Today's Tools: NFLRCs, VLC Media Player

Housekeeping:


Activity 1: Debrief of Thursday's Online Learning Experience

Activity 2: Purposes of Assessment & Principles of Assessment (Bluffarama Game)

Activity 3: Stakeholders in Language Assessments (Teaching Demo Videos)


  • Videos
    • Who are they? (Description of the Teacher & Teaching Context)
    • What conclusions can we draw about students' and teachers' strengths and weaknesses from these videos?
    • What do they need? (Discussion of Your Observations)
      • Curriculum
      • Instruction
      • Assessment
      • Program
      • Policy
    • How can we help them? (Framing Effective Feedback/PD)
    • Spanish:
      • Janae Purcella Rhoden: Juanes Popcorn Video
      • Danielle Kessie: DOPs Lesson Video
      • Danielle Kessie: Student Maps 2 Video
      • Danielle Kessie: Earthquakes with Questions Video
      • Dice Game Floor Pen Steal Video
    • Chinese:
      • Susan Gong: Numbers Gestures Dice Game Pronunciation Video
      • Reading Demo
    • Japanese:
      • Jessica Haxhi "Do You Have School Objects" Video
      • Jessica Haxhi "Backpack Assessment with Students 2" Video
    • Russian:
      • Janae Purcella Rhoden: Chto Eto Repetition Video
      • Janae Purcella Rhoden: Chto Eto Rap Video
      • Janae Purcella Rhoden: Chto Eto Game Video

Activity 4: Making Program & Policy Decisions Based on Language Assessments

  • Round Robin Brainstorm
    • What are some of the policy-related decisions legislators, grant administrators, and school districts might make based on language assessments?
    • What are some of the program-level decisions that principals and grant administrators might make based on language assessments?
    • What decisions might teachers need to make about language assessments that can help them make better policy and program-related decisions?
  • Debrief

Activity 5: Curricular & Pedagogical Alignment

  • Thematic Unit Analysis Activity

NFLRC.png
  • Implications for the State of Utah Immersion Curriculum Analysis & Redesign


9-12-13: Proficiency


Today's Topic: Proficiency

Today's Objectives:

  • Students will define proficiency and expertise.
  • Students will analyze how proficiency is developed and evaluated.
  • Students will explore the affordances and constraints of using technological tools to develop and assess proficiency.
  • Students will compare and contrast the content and "pedagogy" of oral proficiency interview samples from different proficiency levels.
  • Students will explain the structure, content, and purposes of various standardized world language assessments.

Guiding Questions:

1) What do world language educators mean by "proficiency?"
2) How is proficiency developed and evaluated?
3) How do novice speakers differ from intermediate and advanced speakers?
4) What is an OPI, how are they structured, and why are they used in the foreign language profession?

Today's Tools: Chatzy, Google Docs, Google Hangouts, Popplet, Titan Pad, Today's Meet


Activity 1: Log in to Today's Meet

1) Click on this icon:
TodaysMeetLogo.jpg

2) Type your name.
3) Keep this tab open during class time so you can chat with your classmates.

Activity 2: What do we mean by proficiency?

Proficiency Warmup.jpg


1) Read the questions.
2) Think of an answer to each question based on personal experience.
3) Click on this icon: PoppletLogo.png


4) Create a free account here and paste your email in the TodaysMeet and Rebecca will add you to the class popplet
5) Follow the instructions that appear on your screen.
6) Don't be afraid to click! If you need help, ask your colleagues in the Today's Meet chatroom.
7) Here are the Popplet instructions shared by Rebecca B.:
http://www.cvisd.org/cms/lib/TX01001642/Centricity/Domain/23/PDF/popplet.pdf

Activity 3:


1) Go to: TodaysMeetLogo.jpg
2) Discuss how you might use Popplet as an assessment tool in a World Language Classroom.
3) View this example: http://popplet.com/app/index.php#/1175734
4) Refer to this article for more information: World Language Students are Poppleting

Activity 4: Proficiency: Experience v. Proficiency v. Expertise



1) Watch the slide show.
2) Think of an answer to each question based on personal experience.
3) Click on this icon: TitanPadLogo.JPG
4) Follow the instructions that appear on your screen.
5) If you need help, ask your colleagues in the chatroom in the lower, right-hand corner of the screen.

Activity 5: ACTFL Oral Proficiency Pyramid

1) Pick a partner.
2) Choose a tool: Chatzy, Google Docs, Google Hangouts, Popplet, Titan Pad, Today's Meet
3) Look at this diagram: ACTFL Oral Proficiency Pyramid
4) Discuss the diagram with your partner using the tool you chose.

Activity 6: Oral Proficiency Interview Samples

  • ACTFLProficiencyGuidelines2012.JPG
0) Skim the first page of this document: ACTFL OPI: Answers to Frequently Asked Questions
1) Pick a partner & a discussion tool:
Chatzy, Google Docs, Google Hangouts, Popplet, Titan Pad, Today's Meet

2) Watch all of the examples in the Novice section.
3) After each example, discuss:
  • What does the student struggle with during the interview?
  • What CAN the student do with language?
  • What adjustments does the interviewer make or strategies does the interviewer use to help the student experience success?
  • What implications does this have for teachers working with middle/high school students who are primarily speakers with novice level proficiency?
4) Watch the first example from the Intermediate section. How is it different from the novice examples?
5) Watch the first example from the Advanced section. How is it different from the intermediate examples?

Activity 7: Standardized World Language Assessments
(Do alone or with a partner.)

1) Visit this list of standardized world language assessments.
2) Click on each icon.
3) Skim the information provided to find out:
  • Who is the intended audience for the test?
  • What is the primary content of the test?
  • How does this test differ from other standardized WL tests of which you are aware?
4) Use this chart to keep track of what you learn:


Activity 8: ACTFL Documents on Assessment
(Do alone or with a partner.)

1) Skim this page: ACTFL Performance Descriptors
2) Familiarize yourself with this document
3) Familiarize yourself with these items: Standards for Foreign Language Learning: Preparing for the 21st Century & ACTFL Proficiency Guidelines (Updated 2012)
4) What PRACTICAL/PEDAGOGICAL implications do all these documents have for assessing target language proficiency in the world language classroom?
5) Discuss Question 4 in this discussion forum.

Homework for 9/17/13:
1) Complete this study guide for: Shrum & Glisan, Ch. 11 (Bring a hard copy to class): AssessmentClass.jpg

2) E-mail Dr. Montgomery a draft (brainstorm) of your conference proposal.
  • Name of Conference
  • Topic of Presentation
  • Title of Presentation
  • Content of Presentation (Bulleted list of key activities or ideas you will include)
  • Be sure your presentation is related to world language assessment in some way

3) Bring your completed reading guide for Curtain & Pesola, Ch. 7 to class today



9-10-13: Understanding


Today's Topic: Understanding

Today's Objectives:

  • Students will define understanding.
  • Students will articulate some of the challenges of measuring understanding.
  • Students will explain how assessment, proficiency, and understanding are related.

Today's Guiding Questions:

1) What do we mean by understanding?
2) Why is it so difficult to measure understanding?
3) How are assessment and understanding related?

Today's Tools: ViewPure, YouTube

Housekeeping:




Activity 0: Discussion of Homework

  • I can tell someone understands --- when . . . .
    • Art
    • Culinary Arts
    • Dance
    • Foreign Languages
    • Graphic Design
    • Literature
    • Music
    • Sports
  • Snow Art - What does this man have to understand in order to be able to create these works of art?

Activity 1: How do YOU measure a year (recap)?

Activity 2: Seasons of Love Scramble

a) Listen to the song.
b) Put the paragraphs in order as you listen.
c) How do YOU measure a year?
d) What did this activity teach you about assessment?
e) What did this activity teach you about pedagogy?


Activity 3: Not on the Test Song

Activity 4: Evaluating "Understanding"

  • How do we get inside someone else's head (to look at their understanding)?
  • As you watch, consider these questions:
    • What do these children "understand" about the gospel?
    • What patterns of error/misconceptions do you notice across the children's responses?
    • How might you use this "assessment" to prepare a teacher development training for the Primary teachers and leaders of these children?




  • Of Questions & Quality:
    • How did the way the interviewer framed the questions influence the children's responses?
    • How does the quality of "prompts" influence the level of performance elicited from students in a language classroom?
    • What role do follow-up probes play in "assessing" understanding?
  • Is there a difference between understanding and performance?



  • What kinds of positive feedback could we give the girl in the video? What DOES she understand and know how to do?
  • What does she NOT understand about English?
  • What implications does this "performance-based assessment" have for the instructional decisions of this girls' teacher?
  • What implications does this "performance-based assessment" have for the administrator responsible for supervising this girl's teacher?
  • What implications does this "performance-based assessment" have for the person in charge of this teacher's professional development?



  • What does this video show you about the depth, breadth, and scope of this girl's understanding of mathematics? Teaching? Learning? Other fields?
  • What implications does this video have for how we might need to change assessment in schools?



  • What does this "student" understand with regard to Spanish?
  • What patterns of error do you see in this student's performance?
  • What generalizations could we make about students in this teachers' class if the performance of this student is "typical?"
  • What recommendations would you make to this teacher in terms of course content and pedagogy based on this student's performance?

Activity 5: Quotes, Cartoons, & Images About Understanding

  • Examine both papers.
  • Decide which one you like best.
  • Pass the other one to the right.
  • Continue the process until Dr. M. calls time
  • Tell a partner why you selected your final choice.

Small Group Discussion:
  • What generalizations can you make about "understanding" based on the artifacts and materials you viewed?

Activity 6: What do we assess v. what is worth assessing?





9-5-13: Standardized Testing


Today's Topic: Standardized Testing

Today's Objectives:

  • Students will discuss standardized testing.
  • Students will identify some of the external forces that influence standardized testing.
  • Students will discuss the kinds of things they assess and their criteria for doing so.

Today's Guiding Questions:

1) What do teachers assess?
2) Why do we assess?
3) How is assessment influenced by political, social, cultural, and economic factors?

Today's Tools: Slideshare

Activity 0: Discussion of homework

  • Be gentle--when assessing yourself and others
  • Be careful about comparing (premortal preparation for mortal missions, "suitcases" for our mortal missions are what we need for our unique situations)
  • Do the best you can given the rest of your life

Activity 1: Testing Miss Malarkey Book
TestingMissMalarkey.jpg




Activity 2: Discussion of Standardized Testing

  • Why do we assess?
IMAG1063.jpg
  • How has standardized testing affected the products, practices, and perspectives associated with education in general?
  • What effects has standardized testing in core subjects had on world language education?

IMAG1062.jpg

Activity 3: Assessment Considerations, Forces, & Factors



Activity 4: How do we measure a year? (Worksheet)

(Complete the worksheet in preparation for two future activities.)

The Time You Have (in Jellybeans)


Activity 5: What do we mean by "good?" (PowerPoint)




9-3-13: Introduction to Assessment


Today's Topic: Introduction to Assessment

Today's Objectives:

  • Students will define assessment.
  • Students will articulate common purposes of assessment.
  • Students will explain common professional terms related to their personal experiences with assessment.

Today's Guiding Questions:

1) What do we mean by assessment?
2) Why do we assess?
3) How do we assess?

Today's Tools: Google Forms, Slideshare, Tagxedo, Wikispaces

Administrivia

Course Wiki

Food Sign-up

Expectations for Graduate Students

  • Absences
  • Communication
  • Rigor

Final Exam Policy
  • Date
  • No early exams
  • It will take the whole time

Syllabus & Schedule:



Activity 1: Assessment Associations






Respun Assessment Tagxedo.jpg



Activity 2: Assessment Buzzword Bingo




Activity 3: Test PowerPoint (Think/Pair/Share)



Activity 4: Assessment Taboo



Activity 5: Closure: Content & Pedagogy