!
Impact'on'Student'Language'Learning'Directions'!
Directions:'!
In!your!methods!courses,!in!other!education!coursework,!and!in!field6based!experiences!at!American!
University,!you!have!explored!and!utilized!many!assessment!techniques.!In!your!courses!and!field6based!
settings,!you!have!diagnosed!student!prior!knowledge,!created!lessons!based!on!that!knowledge,!and!
evaluated!student!learning.!!
!
For!this!assignment!you!should!provide!evidence!of!meeting!the!following!four!areas.!Describe!your!results!as!
outlined!below!and!enter!them!into!the!online!assessment!system.!!
This!assessment!should!provide!evidence!of!your!ability!to:!!
!
(1)!Complete!a!pre5assessment'(diagnostic)!of!an!area!of!language!competence!in!one!of!the!ACTFL!
standards!areas:!Communication,!Culture,!Connections,!Comparisons,!or!Community.!!
!
(2)!Design!instruction'that!is!based!on!pre6assessment!data!and!addresses!National!Foreign!Language!
Learning!standards.!Make!sure!to!describe!how!your!instruction!addresses!the!following!areas:!Target!
Language!Input,!Negotiation!of!Meaning,!and!Adaptation!of!Instruction!to!Meet!Needs!of!Diverse!Learners.!!
!
(3)!Complete!a!post5assessment'that!documents!student!language!learning;!and!!
!
(4)!Reflect'on!the!effect!of!the!specific!actions!you!took!to!develop!students’!communication!skills!in!the!
target!language.!Make!sure!to!reflect!on!the!following!areas!in!your!response:!Meaningful!Classroom!
Interaction!and!the!Application!of!Language!Acquisition!Theories.!!
!
Closely'review'the'scoring'rubric'for'this'assignment'prior'to'beginning'your'work.'There'is'important'
information'about'the'ACTFL'Standards'and'assessment'elements'that'you'will'be'evaluated'on'and'need'
to'consider'as'you'complete'the'assignment.'!
!
Your!impact!on!student!language!learning!assessment!may!focus!on!one!student,!a!group!of!students,!or!an!
entire!class!of!students.!It!may!demonstrate!progress!on!an'objective'over!a!unit!or!a!lesson.!You!may!have!
more!than!one!artifact!as!evidence,!but!one'of!the!artifacts!provided!to!evaluators!should!be!one!of!the!
following:!!
a!graph,!gradebook!page,!or!table!showing!growth!from!pre6!to!post6!assessment!!
a!pre6assessment!!
a!post6assessment!!
!
If!you!desire!to!provide!additional!evidence!of!your!ability!to!impact!student!learning,!you!may!include!
secondary!artifacts.!In!addition!to!the!artifact!types!listed!above,!these!could!be!unit!plans,!lesson!plan(s),!
student!work,!or!other!supporting!evidence.!!
!
It!is!essential!to!make!it!clear!how!each!element!(i.e.,!pre6assessment,!instruction,!post6assessment,!
reflection)!is!addressed!and!directly!connected!to!assessment!as!it!relates!to!the!field!of!foreign!language.!If!
necessary,!describe!where!in!the!selected!artifact(s)!key!elements!are!covered.!Elements!that!are!not!
represented!by!the!artifact!must!still!be!elaborated!on!in!the!narrative.!Include!the!headings!Pre5
Assessment,"Instruction,"Post5Assessment,"and"Reflection'to!make!it!clear!where!each!element!is!
addressed.!!
'
Evaluation:'Your!performance!will!be!based!on!the!“Impact!on!Student!Language!Learning!Scoring!Rubric.”!
Scores!of!2!or!3!on!individual!elements!are!acceptable.!
Impact'on'Student'Language'Learning'Scoring'Rubric'
'
Scoring'Directions:'The$following$rating$scale$will$be$used$assess$your$Impact$on$Student$Learning$assignment.$$You$will$
receive$a$score$of$1,$2,$or$3$in$each$category.$You$will$need$to$resubmit$your$work$for$any$category$in$which$you$receive$a$
score$of$1.$$
'
ACTFL'Standard' Assessment'
Needs'Improvement'
Meets'the'Standard'
Exceeds'the'Standard'
Score'
Alignment'
Element'
1'
2'
3'
*'must'be'resubmitted*'
'
Standard'3a.'
Instruction' Instruction$is$not$described$
Description$of'instruction$
Description$of'instruction$
$
Understanding$
'
adequately$enough$to$provide$ provides$an$overview$of$how$ provides$a$clear$and$detailed$
Language$
'
understanding$of$the$practices$ assessment$results$impacted$ explanation$of$how$assessment$
Acquisition$and$
'
$
instructional$design$and$
results$impacted$instructional$
Creating$a$
'
$
describes$at$least$one$
design$and$describes$at$least$
Supportive$
'
$
instructional$activity$in$detail.$ two$instructional$activities$in$
Classroom.$$
'
detail.$
'
'
Instructional$activities$do$not$ Instructional$activities$
Instructional$activities$
$
Standard'3.b.'
Target$
integrate$target$language$
integrate$target$language$
integrate$target$language$
Developing$
Language$ input$effectively$to$address$
input$effectively$to$address$
input$very$effectively$to$
Instructional$
Input$
needs$identified$in$preM
needs$identified$in$preM
address$needs$identified$in$
Practices$That$
$
assessment.$
assessment.$$
preMassessment.$
Reflect$
$
No$or$inadequate$reference$to$ Activities$aimed$at$providing$
Two$or$more$specific$
$
Language$
$
negotiation$of$meaning$is$
opportunities$for$meaningful$
instances$are$described$of$
Outcomes$
$
made,$and$it$is$not$connecting$ interaction$which$appear$to$
instruction$which$requires$
and$Learner$
$
assessment$results.$
address$student$learning$
that$students$negotiate$
Diversity.$
Negotiation$
needs$are$described$and$
meaning$within$meaningful$
'
of$Meaning$
connected$to$assessment$
communicative$exchanges$in$
'
'
results.$
a$way$that$targets$learning$
'
needs$identified$in$preM
'
assessment.$$Reflection$on$
'
the$exchange$analyzes$the$
'
effect$of$the$interaction$on$
ACTFL'Standard'
Alignment'
Standard'5.a.'
Knowing'
assessment'
models'and'
using'them'
appropriately.$
'
'
'
Assessment'
Element'
'
Adaptation$
of$
Instruction$
to$meet$
needs$of$
diverse$
learners$
Assessment'$
Needs'Improvement'
1'
*'must'be'resubmitted*'
No$or$inadequate$description$
is$provided$of$instructional$
activities$that$differentiate$
instruction$based$on$
assessment$results.$
•
•
•
Assessments$and$their$results$
are$not$described$adequately$
enough$to$provide$
understanding$of$the$
practices.$
Assessments$are$not$aligned$
to$national$or$state$foreign$
language$standards.$
No$artifacts$are$present$or$
artifacts$do$not$represent$the$
assessments$or$assessment$
results.$
Meets'the'Standard'
2'
'
Exceeds'the'Standard'
3'
Score'
language$learning.$
Description$is$provided$of$
Description$of$well$designed$
$
instructional$activities$that$
instructional$activities$that$
differentiate$instruction$based$ anticipates$the$special$needs$of$
on$assessment$results.$
students$and$provides$for$
alternative$activities$based$on$
assessment$results.$
Descriptions$of$the$pre'and'
Descriptions$of'the'pre'and'
$
post'assessments'of$student$
post'assessments$of$student$
learning:$
learning:$
o provides$adequate$detail$
o provide$informative$detail$
o includes$a$discussion$of$
o include$a$thorough$
assessment$results$$
discussion$of$assessment$
Primary$artifact$is$one$of$the$
results$
following:$
Primary$artifact$is$one$of$the$
MMa$graph,$gradebook$page,$or$ following:$
table$showing$growth$from$ MMa$graph,$gradebook$page,$or$
preM$to$postMassessment$
table$showing$growth$from$
MMa$preMassessment$
preM$to$postMassessment$
MMa$postMassessment$$
MMa$preMassessment$
$$$$(additional$artifacts$may$be$ MMa$postMassessment$$
included).$
$$$$(additional$artifacts$may$be$
included).$
ACTFL'Standard'
Alignment'
Assessment'
Element'
Needs'Improvement'
1'
*'must'be'resubmitted*'
Candidate$pre$and$post$
assessments$are$not$well$
designed$to$measure$student$
learning$on$identified$
language$and$content$
objectives$and$aligned$state$
and$national$foreign$language$
standards.$$$
Candidate$discussion$of$
assessments$and$assessment$
results$demonstrates$little$
understanding$into$their$
usefulness$in$measuring$
learning$outcomes.$$
Assessment$is$not$effectively$
differentiated$based$on$needs$
nor$integrated$into$the$lesson$
Standard'5.b.'
Reflecting$on$
assessment.$
'
Standard'5.c.'
Reporting$
assessment$
results.$
'
Reflection'
'
'
'
'
'
'
'
'
Reflection$is$lacking$on$the$
impact$of$actions$on$student$
learning$as$it$relates$to$
selected$national$or$state$
foreign$language$Standards$
and$learning$objectives$
$
$
$
Meets'the'Standard'
2'
'
Candidate$pre$and$post$
assessments$are$well$designed$
to$measure$student$learning$on$
identified$language$and$
content$objectives$and$aligned$
state$and$national$foreign$
language$standards.$$$
Candidate$discussion$of$
assessments$and$assessment$
results$demonstrates$
understanding$into$their$
usefulness$in$measuring$
learning$outcomes.$$
Exceeds'the'Standard'
3'
Score'
Candidate$pre$and$post$
assessments$are$exceptionally$
well$designed$to$measure$
student$learning$on$identified$
language$and$content$
objectives$and$aligned$state$
and$national$foreign$language$
standards.$$$
Candidate$discussion$of$
assessments$and$assessment$
results$demonstrates$full$
understanding$into$their$
usefulness$in$measuring$
learning$outcomes.$
Assessment$is$effectively$
Assessment$is$very$effectively$
differentiated$based$on$needs$ differentiated$based$on$needs$
and$integrated$into$the$lesson.$ and$naturally$integrated$into$
the$lesson.$
Thoughtful'reflection$on$the$
Insightful'reflection$on$the$
impact$of$actions$on$student$
impact$of$actions$on$student$
learning$and$how$changes$in$
learning$and$how$changes$in$
instruction$and$assessment$
instruction$and$assessment$
could$have$influenced$the$
could$have$influenced$the$
results$as$they$relate$to$
results$related$to$selected$
selected$national$or$state$
national$or$state$foreign$
foreign$language$standards$
language$standards$and$
and$learning$objectives.$
learning$objectives.$
$
ACTFL'Standard'
Alignment'
Assessment'
Element'
Needs'Improvement'
1'
*'must'be'resubmitted*'
Reflection$lacks$discussion$of$
quality$or$quantity$of$
meaningful$interaction$and$its$
impact$on$student$learning.$
'
Meaningful$
Classroom$
interaction$
$
$
$
$
Rational$for$instruction$does$
Application$ not$include$mention$of$
of$Language$ language$acquisition$theory.$$
Acquisition$
Theories'
Meets'the'Standard'
2'
'
Reflects$on$quantity$of$
studentMstudent$interaction$in$
the$target$language$and$how$it$
influenced$assessment$results.$
Justification$of$the$
instructional$innovation$is$
made$through$thoughtful$
reflection$on$language$
acquisition$theory.$
Exceeds'the'Standard'
3'
Reflections$include$discussion$
of$the$quality$of$classroom$
interaction$in$the$target$
language$stimulated$by$
instruction$and$how$it$may$
have$influenced$language$
learning$results.$
Excellent$justification$of$the$
instructional$innovation$is$
made$through$thoughtful$
reflection$on$language$
acquisition$theory$and$
research.$
Score'
Candidate(Data(Derived(from(the(Assessment(
(
BA:(Foreign(Language(Spanish((
2013(>(2014(|(1(completer(
(
ACTFL(Standard(
5.a(
3.a.,(3.b.,(4.b.(
3.a,(5.b,(5.c(
(
Rubric(Category(
Assessment(
Instruction(
Reflection(
Mean(Score(
Median(
3"
3"
3"
3"
3"
3"
Distribution(of(Scores(
1(
2(
3(
#"
#"
1"
#"
#"
1"
#"
#"
1"