m5 u2 a2- Articulating Outcomes: Thinking Like an Assessor
m5 u2 a2- Articulating Outcomes: Thinking Like
an Assessor
By Yanan Hu
Student Attainment of Objectives
Aligned Standard:
Ø Educational
standards provide clear and consistent expectations for student learning. The
Standards for Foreign Language Learning (2006) describe what students should
know and be able to do in a foreign language. Within each of these goal areas
there are several content standards that describe specific knowledge and
abilities that students should acquire. These content standards are considered
best practices for foreign language education.
Ø American
Council on the Teaching of Foreign Languages (ACTFL) – National Standards for
Foreign Language Education:
Standard
4.2 - Learners use the language to investigate, explain, and reflect on the
concept of culture through comparisons of the cultures studied and their own.
Ø The Standards
provide principles for foreign language instruction and assessment. Instruction
and assessment then work together to ensure that student learning reflects the
Standards.
Objectives of Food Unit
#1
Watch a video, then identify
and write
down words or phrases which are related to foods in Chinese characters.
#2
Use Chinese language
expressions and idioms to describe Chinese foods and eating out, and be able to
compare them to students’ own language expressions.
#3
Discuss and analyze
table manners and expressions during a Chinese meal; compare them to manners at
students own country meal. In the end create a chart to analyze the differences
and similarities.
#4
Describe and explain a
traditional food of students own countries. Post a recipe blog on Chinese class
Moodle Page. In the end make a presentation in the class, and share the food
with class peers.
#5
By researching
and interviewing other Chinese teachers online, students compare and contrast
Chinese foods and their own countries foods. In the end summarize and
prepare a presentation in Google slides. Comment on class peers’ presentations.
Formative Assessment
Why do I use
formative assessments?
I cannot always include all my specific objectives for each goal area of
the Standards in my summative assessment, but I can include formative assessment
within the unit activities to help me evaluate how well the students are able
to meet all objectives. Formative assessments are ongoing assessments that I
use every day to check student progress and understanding.
The formative
assessments of food unit
1.
Meet with #1 objective
Ø Quiz - Quizzes
assess students for factual information, concepts and discrete skill.
·
Matching: Students need match the pictures with
the Chinese characters before they start to watch the video.
·
Paper and pencil: After watching the video,
students need write down the food name in Chinese characters.
Ø Through quiz
strategy, students are able to meet #1 objective of food unit.
2.
Meet with #2 objective
Ø 3-2-1:
·
3 things you found out, differences of using language
expressions and idioms to describe foods and eating out between Chinese and
your own language.
·
2 interesting things
·
1 question you still have
Ø Through 3-2-1
strategy, students will be able to meet #2 objective.
3.
Meet with #3 objective
Ø Journal Entry
- Students record in a journal their understanding of the topic – table
manners, and create the chart. I review the entry to see if the student has
gained an understanding of the topic that was taught.
Ø Through
Journal Entry strategy, students will be able to meet #3 objective.
4.
Meet with #4 objective
Ø Observation –
I will walk around the classroom and observe students as they share their
recipes and dishes for learning topic.
Ø Through
observation strategy, students will be able to meet #4 objective.
Performance Based Assessment
Integrating Performance-based Assessment into Chinese
Language Class
Ø Definition of performance
- based assessments
·
They require and expect students to use
language in real-life situations.
·
They demand that students develop an
understanding of what real-life situations are like in the language;
·
They are based on performance or the active construction
of language rather than a demonstration of passive understanding only.
Ø Purposes for
performance – based assessments
·
Find out what students can do.
·
Align teachers’ expectations of what students
can do with assessments.
·
Exert positive impact on learning.
·
Teach what gets tested.
Ø Aligning performance -
based assessments with learning
The big question: What
do I want my students to know and be able to do?
Summative assessment
Ø Definition of summative
assessment.
·
Teachers give students an assessment at the end
of each thematic unit that measures students’ progress on all the goal areas of
the Standards and on the three modes of communication together.
Ø The goal of
summative assessment is to evaluate student learning at the end of an
instructional unit by comparing it against some standard or benchmark.
Ø Summative
assessments are often high stakes, which means that they have a high point
value. Examples of summative assessments include:
·
A midterm exam
·
A final project
Ø Usually summative
assessment is an integrated performance - based assessment where the students
demonstrate how well they can do what they have learned to do during the
unit.
The summative assessment of food unit
My food unit Summative
Assessment - Below is a summative, end of unit, performance-based assessment of
general progress for beginner Chinese class studying a food unit.
Each student will
prepare a presentation on the similarities and differences between traditional
foods of their region and Chinese foods.
1. Each student will
research the traditional foods of their own countries or regions. I will
handout with a series of key questions in Chinese language will guide their
research. Resources may include (all in Chinese language) menus, short descriptions
of foods, videos, pictures, interviews, going to a Chinese restaurant that
serves food from the region, or cooking some dishes.
2. In Chinese language,
students will prepare presentations and share their information for the class
on the similarities and differences between traditional foods of their region
and Chinese foods. I encourage the students to be creative in developing presentations
that will be of interest to the class. These could include skits, PowerPoint,
Google slides, videos, pictures, etc.
3. Students give a presentation
in Chinese language. Each student need view the presentation of the others,
take notes, and comment on their peers’ presentations.
All in all, the biggest
objective of the food unit is Comparisons.
In order to meet this objective, I designed the summative assessment.
Reference
1. ACTFL, ‘World-Readiness Standards for Learning Languages’. Retrieved from
2. Eberly Center. 2015. “What is the difference
between formative and summative assessment?” Retrieved from
3. Patricia
Hilliard. 2015. "Performance-Based Assessment: Reviewing the Basics".
Retrieved from
4. "M5U2A2 60 Formative Assessment Strategies.pdf". Retrieved
from
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