This page contains assignments for Dr. Montgomery's Span 676/SLaT 604 course for Fall 2017. Assignments are due in class on the date listed above them.


Dec. 19


Final Exam, Dec. 19, from 8-10 p.m. in JFSB B105 (note the room change)

Dec. 14


1) Please complete the BYU course evaluation for this class if you haven't already done so.
2) We will finish up project presentations today.

3) Those who didn't present their IPAs/Student-led OPIs will do so today as well.

Sr. Jefe's Final Project

Dec. 12


1) Finish up your projects.

2) Prepare to begin presenting your projects today.




Dec. 7


1) Complete the following simulations:


2) Continue working on your projects (due 12/14).


Dec.5


1) Create an integrated performance assessment OR a student-led OPI.

2) Generate a one-page worksheet with instructions.

3) Your worksheet should guide students through the task.

4) For an IPA, include:

  • Topic of Study
  • Communicative Focus
  • Targeted Grammatical Structure Required
  • Text
  • Interpretive Assessment Task
  • Interpersonal Assessment Task
  • Presentational Assessment Task

For a student-led OPI, include:
  • Topic of Study
  • Communicative Focus
  • Targeted Grammatical Structure Required
  • At least 5 related assessment questions.
  • A follow-up question at the novice level, the intermediate level, and the advanced level for EACH of the 5 questions

5) Bring a hard copy of the final product to class.


Nov. 30



1) Read:

2) Explore: Linguafolio Resources

3) Read through the Can Dos of the European Portfolio for Student Teachers of Languages on pp. 3-4.
  • Could you produce evidence of this from your own teaching?
  • What artifact (i.e., piece of evidence) would you include?
  • BRING ONE ARTIFACT FROM YOUR OWN TEACHING TO CLASS.

4) Read: ChocolateChipCookiesAndRubrics.png

5) Continue working on your final projects.

Nov. 9


1) Read: Performance Assessments by Greg Duncan (pay special attention to the section on Formative Assessments)

2) Skim: Using Formative Assessments to Enhance Learning (Compilation of responses from Twitter #langchat)

3) View examples:


4) Explore:
___

Documents from today's class: NADSFL Documents



Nov. 7


1) Explore: TELL Framework

2) Complete: TELL self-assessments

3) Skim: Practical Ideas for Evaluating World Language Teachers

4) Examine: WL Walkthroughs & WL Look Fors & Framework At a Glance & Rubrics & WL TPRS

5) Explore:




Nov. 2: Asessing Reading

1) Class facilitation assignment due for Assessing Reading Group


2) Homework assigned by Assessing Reading Group

3) This template may help you to organize your presentation:

4) Read:


Oct. 31: Assessing Culture


1) Review the following elements from the new NCSSFL-ACTFL Can Do Statements.
  • Proficiency Benchmarks & Performance Indicators Chart
    • Look at the Novice EXAMPLES on pp. 6-16
    • Look at the Intermediate EXAMPLES on pp. 6-16
    • Look at the Advanced EXAMPLES on pp. 6-16
      • List one idea this chart or these examples gave you that will help you plan better lessons below.
        • a: Click "Edit."
        • b: Type your answer.
        • c: Type ~ 3 times next to the end of your answer.
        • d: Click "Save."
      • As you strive to incorporate Interpretive, Interpersonal, and Presentational tasks in each lesson, it is easy to grab one from the easily defined sections, especially since you can pull from a specific proficiency section.- MmeFDLI MmeFDLI
      • I now have a better idea what students can do when working with authentic texts, and how to incorporate those tasks in my lessons. - lhstegner lhstegner
      • I love the examples in the subdivisions of each level. This will help me alter Can-Do statements as they relate to the functions individual students are expected to form. For example, a student at the intermediate low level will have a slightly altered Can-Do statement (or objective) than does a student at the Intermediate mid level. - Djhemsath Djhemsath
      • I really loved the advanced, superior and distinguished levels explanation because it really gave me a direction for where I should be leading my class when we talk about culture. I also love that it is important to focus more on perspectives. - S.Harrison. S.Harrison.
      • This outline could really drive a performance driven curriculum with clear performance goals, and assessments. It could help me plan lessons that are more focused, and clear. This will improve student performance as they will be able to have more focused learning and skill outcomes. - srjefe srjefe
      • I like the idea of using the Can Do Statements since I use the AAPPL test and it measures performance. I think the new Can Do Statements are clearer as far as where we should be taking students as they move up in the proficiency scale. If the focus is performance, which is true for my classes, then we could use this statements and turn them into an actual assessment that counts- elprofesorv elprofesorv.

  • Choose two Intercultural Reflection Scenarios (mini-lesson plans) and read through them.
    • Look at the Intercultural EXAMPLES on pp. 5-14
      • List one question you have about integrating culture into your lessons below.
        • a: Click "Edit."
        • b: Type your answer.
        • c: Type ~ 3 times next to the end of your answer.
        • d: Click "Save."
      • I struggle to see how to help my 9 year old students to understand the why or perspective behind cultural products and practices, thus I don't often take my lessons to this level. :( - MmeFDLI MmeFDLI
      • I also have a hard time with helping my students with the cultural perspective. They are always more motivated and engaged when we talk about products and practices.- lhstegner lhstegner
      • No Question. But a comment would be that acquiring the ability to teach culture in the proper way is done formatively just as the Can-Do statements show their progression throughout the levels. It is difficult to apply cultural lessons on perspective, because we still may not have that perspective. We must practice its application through effective products and practices of culture teaching, given to use through research. As we keep using them and asking questions, the perspective of why and how to teach culture will come.- Djhemsath Djhemsath
      • I would just love to see a model teacher weaving culture into the lesson plan in a way that helps students learn more about their own culture. I am not quite sure how to do everything. I wish I could see more examples of this because I don't know that I have. - S.Harrison. S.Harrison.

2) Explore AAPPL Conversation Builder (Come to class prepared to compare/contrast its ability to support proficiency-based assessment with Learnosity)
AAPPLLogo.JPG



Learnosity.JPG (For access, e-mail Troy Martin).

3) Read: Schultz, Renata. (2007, Spring). The challenge of assessing cultural understanding in the context of foreign language instruction. Foreign Language Annals, 40(1), 9-26.

4) Assessing Culture HW
  1. Look at several examples in the textbook you currently use for the classes you teach.
    • Identify if it teaches Products, Practices, Perspectives, or a combination.
  2. Bring an example of a current cultural assessment.

5) This template may help you to organize your presentation:



Oct. 26: Computer-assisted Assessment


Guest Speaker: Troy Martin

Review the PowerPoint from Dr. Smith's presentation.


Oct. 24: Asessing Listening


Guest Speaker: Dr. Laura Catharine Smith


Oct. 19: Assessing Writing


1) Class facilitation assignment due for Assessing Writing Group

2) Homework assigned by Assessing Writing Group

3) This template may help you to organize your presentation:

4) Read: Sandrock's The Keys to Assessing Language Performance, Ch. 1 & 2.

Oct. 17: Assessing Speaking


1) Class facilitation assignment due for Assessing Speaking Group

2) Homework assigned by Assessing Speaking Group

Oct. 12: No Class


1) No class today - Dept. of Spanish & Portuguese Rank & Status Retreat

2) Use today to prepare to teach your assigned topic in October.

10/17 - Assessing Speaking
10/19 - Assessing Writing
10/24 - Assessing Listening (Guest Speaker: Laura Catharine Smith)
10/26 - Assessing Language with Learnosity (Guest Speaker: Troy Martin)
10/31 - Assessing Culture
11/2 - Assessing Reading (NOTE THE CHANGE IN DATE)


Oct. 10: Standardized WL Assessments


1) Explore The Inquiry Project
The purpose of this exploration is for you to observe the ORGANIZATION AND STRUCTURE of this online professional development.
a) Click through this module.
  • Click on each BLUE link on the page.
  • SKIM the page that loads.
  • Watch at least one of the 2-minute videos.
b) Be sure you have examined these resources:
c) Work through the Assessment module.
The purpose of this exploration is for you to observe the ASSESSMENT-RELATED CONTENT embedded in this online professional development.
  • Click on the Assessment Opportunities tab on the left.
  • Read the page.
  • Explore at least 3 examples on the page.
  • Move to the next tab on the left and repeat the process.
d) Come to class prepared to discuss:
  • What was effective about the ORGANIZATION AND STRUCTURE of these materials?
  • What was effective about the CONTENT of these materials?
  • What was INEFFECTIVE about these materials?
  • How could you adapt the organization and structure of these materials for sharing information about best practices in world language assessment?
  • How might these materials inform the public product you create for your own project for this class?

2) Skim: Manage Your Energy, Not Your Time.
a) Skim the whole article.
b) Identify three principles that seem especially relevant to your own life.
c) Identify three strategies you want to try this week.
d) Come prepared to report on the results of applying the strategies you selected.

3) Familiarize yourself with standardized assessments for world languages.
a) Download the first document on this page.
b) Complete the chart you just downloaded.
  • Click on the remaining links on the page.
  • Skim the page for relevant information.
  • Complete the chart.

Note: You do NOT need to do the homework listed on the syllabus for today (Oct. 10) (i.e., the TELL readings). We are postponing that for a time when guest speaker Thomas Sauer will be available.


Oct. 5: Assessing Proficiency


1) Read Curtain & Dahlberg, Ch. 7

2) Complete the study guide for Curtain & Dahlberg, Ch. 7

3) Review: World-Readiness Standards for Learning Languages

4) Review: National Standards for Foreign Language Learning Executive Summary

Oct. 3: WL Assessment


1) Prepare the materials you need in order to complete a needs assessment for your project (i.e., interview questions, list of community organizations you need to visit, online or paper questionnaire you will distribute)

Here are a few resources re: NGOs:

NGOAdvisor.png

Alphabetic Listing of NGOs Affiliated with the United Nations

2) Do #3 from Sept. 21st homework if you haven't already.

3) Read Ch. 11 of Shrum & Glisan

4) Complete this study guide


5) Sign up to give the Metacognitive Moment:

a) Click Edit.
b) Choose 2 dates.
c) Type ~ 3 times next to your choices.
d) Click Save.


Sept. 28: Mini-course


1) Attend the mini-course with Dr. Clifford next Tuesday at 5:30 instead of coming to our normally scheduled class.


Sept. 26: Mini-course


1) Read the documents e-mailed to you in preparation for Dr. Clifford's mini-course.

2) Attend the mini-course with Dr. Clifford next Tuesday at 5:30 instead of coming to our normally scheduled class.



Sept. 21:

  • I feel completely lost when it comes to "community partners" and NGOs. This is an area in which I have NO knowledge and wouldn't know where to begin to consider help.


1) Complete the Project Planning Template distributed in class.

2) Watch The Village Drill Project


a) Who would you like to serve (or who really needs some help) when it comes to assessment?

b) What REAL WORLD assessment problem would you like try to address?

c) Which community partners (local, state, national, or international--including NGOs) could help you?

3) Begin exploring the research related to assessment in world language education.

a) Go to Google Scholar

b) Type in assessment-related search terms of interest to you.

c) Read ONLY the abstracts, taking note of any articles of interest to you.

d) Consider saving your favorite articles to Zotero or Diigo.

e) Post the titles and links to 3 different scholarly articles on assessment in world language education that are of interest to you.

  • Type the title of the article.
  • Hotlink the title by highlighting it, clicking the link button, clicking Web Address, typing the link, and clicking Add Link.
  • Type ~ 3 times next to your selections.
  • Click Save.

Assessing the Writing of Spanish-speaking Students- elprofesorv elprofesorv
Assessing Intercultural Capability in Learning Languages: A Renewed Understanding of Language, Culture, Learning, and the Nature of Assessment- elprofesorv elprofesorv
Can Strategy Instruction Improve Listening Comprehension?- elprofesorv elprofesorv

Assessing No Child Left Behind and the Rise of Neoliberal Education Policies
Assessing teacher education: The usefulness of multiple measures for assessing program outcomes
Assessing the effects of school resources on student performance: An update- Teach2Create Teach2Create

Education in Emergencies
Trauma affects FL motivation
Early reading skills in Zambia - MmeFDLI MmeFDLI

Conceptions of assessment and teacher burnout - Djhemsath Djhemsath
Conceptions of assessment when the teaching context and learner population matter: compulsory school versus non-compulsory adult education contexts - Djhemsath Djhemsath
Beliefs Driving the Assessment of Speaking: An Empirical Study in a Brazilian Public Classroom - Djhemsath Djhemsath

Understanding learners’ self-assessment and self-feedback on their foreign language speaking performance`- lhstegner lhstegner
Increasing language awareness and self-efficacy of FL students using self-assessment and the ACTFL proficiency guidelines- lhstegner lhstegner
Classroom Currency as a Means of Formative Feedback, Reflection, and Assessment in the World Language Classroom- lhstegner lhstegner


Sept. 19: UBD & PBLL

Please read and watch the following materials. Keep the guiding question associated with each one in mind as you do.

1) What arguments might justify making a change in our educational system and/or in your classroom?: Excerpts from Most Likely to Succeed



2) What might this mean for world language education in particular?: Creating Standards-based Assessment, Evaluation, & Grading (FL-specific)

3) What questions and problems do these ideas create for education?: Grading 2.0: Evaluation in the Digital Age (21st-century specific)

4) What additional questions does this raise for you personally?

Made with Padlet


5) Answer the following questions in preparation for beginning work on your own project that targets an assessment-related professional issue, problem, or question. The ultimate purpose of the project is not necessarily to solve the problem successfully, but rather, to learn more about it with the goal of sharing your learning with a public audience.

a) Which issue do you want to work on?

b) In what context?

c) In collaboration with what community partners?

d) For what ultimate purpose?

e) With what public audience would you like to share your learning?


Sept. 14

1) Complete the Assessment Considerations Worksheet distributed in class.

2) Read the assessment handout that was distributed in class.


3) Read the syllabus and schedule and come prepared to respond to any questions you may have:

4) Join Wikispaces

a) Choose a username
b) Choose a password
c) Add a working e-mail address
d) Check NO (about making a wiki)
e) Click submit

5) Join the Learn2Assess Wiki

a) Sign into Wikispaces with your username and password.
b) Go to: http://learn2assess.wikispaces.com
c) Click Join in the upper, right-hand corner
d) Type "676" or "604" in the box
e) Click submit

6) Sign up to facilitate the warm-up.

a) Go to the Warm-up Sign-up page.
b) Click "Edit."
c) Choose a date.
d) Type ~ three times.
e) Click "Save."
(Note: You won't be able to do this until I have approved your request to join the wiki).

7) Sign up to bring food (optional).

a) Go to the Food Sign-up page.
b) Click "Edit."
c) Choose a date.
d) Type ~ three times.
e) Click "Save."
(Note: You won't be able to do this until I have approved your request to join the wiki).

8) Complete: Course Information Survey

9) Optional - Join a Facebook Group:

BYU Grad Students group on Facebook

BYU Undergrads group on Facebook

Deep Approach to Language Learning group on Facebook

//FLTEACH// Group on Facebook

10) Optional - Register to participate:

AATSP - June 25-28, 2018 in Salamanca, Spain

ACTFL - November 17-19, 2017 in Nashville, TN

SWCOLT - February 22-24, 2018 in Santa Fe, NM

UFLA - February 15, 2018 at Weber State University in Ogden, UT


Sept. 12


1) Complete the worksheet distributed in class.

2) Think about assessment-related issues on which you might like to work.


Sept. 7


1) Who do you want to serve?

2) How can assessment help you serve that group of people?

3) What kind of a product could you generate that would help meet the needs of your selected

4) Explore the assessment-related topics that world language professionals have been discussing over the last 5 years.

a) Go to Google Scholar.
b) Type in assessment-related search terms and click enter.
c) Limit the date range to Since 2013.
d) Scan the results.
e) What conversations are occurring in the field re: the issue based on the titles you see and/or the abstracts you read?

5) Submit Course Photo Permission Form

Sept. 5


First Day of Class - No Homework