Developing and Assessing
Your Students’ Language Proficiency
Mississippi Bend Area Education Agency Workshop
1 November 2010
Paul Sandrock
Wisconsin Department of Public Instruction
Email: s.paul.sandrock@dpi.wi.gov
Outline:
1. Matching the means of assessment with the purpose behind assessment
2. Motivating students with the thematic focus for a unit of instruction
3. Building repertoire for assessing the interpretive mode of communication
4. Expanding ideas for assessing the presentational mode of communication
5. Designing rubrics to focus students’ improvement
6. Identifying what counts in assessing the interpersonal mode of communication:
 Exploring how to gather evidence of interpersonal communication
 Creating rubrics to capture what counts in interpersonal communication
7. Involving students in their learning
Paul Sandrock – Mississippi Bend AEA Workshop – November 2010 - Page 2
Planning Curriculum for Learning World Languages
WI Department of Public Instruction
Products – Practices – Perspectives
Nature of Language
Reinforce and further knowledge of other disciplines
Concept of Culture
Life-long learning
Beyond the school setting
Acquire information and distinctive viewpoints
Paul Sandrock – Mississippi Bend AEA Workshop – November 2010 - Page 3
Context: According to Helena Curtain (University of Wisconsin-Milwaukee)




Cognitively engaging
Intrinsically interesting
Culturally connected
And (added by Sandrock & Clementi): Communicatively purposeful
Interpretive Communication
How does Jai Scott … ?
Create Understanding
Check for Understanding
Interpretive Communication Is NOT
Interpretive Communication IS
Translation
Hunt for trivial details
Glossed readings; teaching all new
vocabulary words first
Reading, listening, or viewing from the
“reader’s” perspective only
Reading word-for-word
Paul Sandrock – Mississippi Bend AEA Workshop – November 2010 - Page 4
Interpretive Mode of Communication
Intermediate Low - Unit Summative Task: Complete a fact sheet about the
area you have selected to visit in the target country, using Internet resources,
identifying the benefit of visiting that destination
Formative Assessments
Summative Assessments
1. After examining a website,
identify correct information
given “Either-Or” choices
Learning Checks
1. Word splash: given key words,
create summary of travel
article
2. Check off information that is
actually found in article
(practice skimming and
scanning)
2. Fill in information from website
1. From 8 elements that could
be found in the article; locate
those that are actually in the
article and tell one detail
about what was said.
3. Read story, teachers holds #,
students identify illustrations
3. Receive sheet of ten
photographs; listen to
descriptions and identify the
photograph being described
(write the number of the
description on the photo)
2. Summarize the same news
stories from three different
perspectives/sources
3. Reflection: What this means
to me? Why would you
choose this travel destination
to visit?
Interpretive Mode of Communication
Novice
Intermediate
Pre-Advanced
Literal Comprehension
Key word recognition
Important words/phrases
Main idea detection
Main idea detection
Supporting details
detection
Main idea detection
Supporting details
detection
Interpretive Comprehension
Word inferences
Concept inferences
Organizing principle(s)
Author/Cultural
perspectives
Paul Sandrock – Mississippi Bend AEA Workshop – November 2010 - Page 5
INTERPRETIVE TASK – Intermediate Level
I.
Supporting information. For each of the following,
 circle the letter of each logical detail that is actually mentioned in the article
 write the information that is given in the article in the space provided
Note to teacher: Provide 5 correct statements that support the main idea and 3 distracters.
A. Foods that make your body strong - ___________________________________________
B. Names of vitamins to buy at the health food store - _______________________________
C. Suggestions for losing weight - _______________________________________________
D. A recommended cholesterol level - ____________________________________________
E. Ways to limit your salt intake - ________________________________________________
F. Types of effective physical exercise - ___________________________________________
G. Ways to relax before going to bed - ____________________________________________
H. Sources to contact for good diet tips - __________________________________________
II.
Meaning from context.
Based on this passage, write what the boldface words probably mean in English.
.
1.
2.
3.
bajos en grasa (1st paragraph) - ____________________________________________
mejores hábitos alimenticios (4th paragraph) - ________________________________
los ejercicios más relajantes (5th paragraph) - _______________________________
III.
Inferences.
Answer the following questions by providing as many reasons as you can. Your
responses may be in English or in Spanish.
Note to teacher: Write two open-ended questions “why do you think that”, “why is it
important that”, “what might be the effect of”, etc., that require inference on the part of
the student.
Here is where you are asking students to tie in cultural knowledge, relating practices and
products to perspectives. This is where your classroom instruction ties into assessment,
asking students to apply what they’ve learned.
1. What problems might a person have if he or she doesn’t eat a variety of foods?
Use details from the article to support your answer.
2. Why is it important to have a regular exercise program? Explain using information from
the article and noting anything you feel is stressed more in Argentina than in the U.S.
IV.
Main idea. Answer the following question in one sentence in English:
What is the author’s point (main idea) in this article?
Source: ACTFL – Integrated Performance Assessment Handbook (www.actfl.org)
Paul Sandrock – Mississippi Bend AEA Workshop – November 2010 - Page 6
How does you prepare your students for the presentational task?
Learning Checks
Formative Assessments
Presentational Communication Is NOT
Summative Assessment
Presentational Communication IS
Negotiated communication
One-way communication (requiring a
higher degree of accuracy)
Random
Practiced, rehearsed, polished, edited
(often using a script, rough draft)
Unplanned
Organized (content and flow matter)
Speaking or writing in a vacuum
An awareness of audience
(formal/informal; cultural context)
Reliance on circumlocution
(may be) improved by using a bilingual
dictionary or spell-check
Talking or writing only for the teacher
Maintaining attention of the intended
audience
Presentational Communication
Intermediate Low - Unit Summative Task: Create a commercial and a flyer to
showcase the region you have selected
Learning Checks
1. Write brief descriptions of
illustrations on a single topic
(preparation for creating
brochure)
2. Finish the sentence
3. Ticket to Leave
Formative Assessments
1. Tell story back from the
illustrations as a summary
2. Graded rough draft (giving
feedback on organization)
3. Send a postcard/letter back to
host family
Summative Assessments
1. Memorized dialogue, skit, or
play
2. PowerPoint presentation
3. Letter of application to
represent your school
Paul Sandrock – Mississippi Bend AEA Workshop – November 2010 - Page 7
THINKING ABOUT RUBRICS
When is a rubric an effective and efficient way to find out what students know?
How can a rubric be an effective and efficient feedback mechanism to improve students’
performance?
Designing rubrics backwards
1.
Start with the ends (performance goals)
2.
Brainstorm characteristics of the best performance.
Identify the elements you are emphasizing
3.
Cluster into categories (groupings)
4.
Describe each element in terms of the performance you want to see
Describe each category so the students know what makes:
• a highly effective performance
• an acceptable, moderately effective performance
• a performance approaching your expectations
5.
Revise in terms of what will help students set targets to improve
Guiding Principles for Creating Rubrics
•
Take out the non-negotiables
•
Don’t just count (it’s not about quantity; it’s quality)
•
Provide clear descriptors
•
Push students’ performance toward the next level (show what they could do)
Key Elements for Presentational Task Rubric
Category
Descriptive Elements
Paul Sandrock – WAFLT Workshop – November 2009 - Page 8
Performance Guidelines for K-12 Learners (Plain Talk Summary)
Comprehensibility Comprehension
Novice
Predictable;
Rehearsed;
Imitation;
Rely on more than
just verbal cues
Intermediate Express own
thoughts;
Recognize patterns;
Understood by
teacher and peers
PreAdvanced
Control of tenses;
Continuity with
fewer pauses;
Detailed / depth of
expressions
Gestures;
Gist;
Cognates;
Familiar topics
Branch out from
known to
unknown;
Longer and
more complex;
Contextual clues
Details with
inferences;
Cultural
nuances;
Can clarify and
transfer to
another context
Source: Participants at New Jersey IPA Workshop (2003)
Language
Control
Accurate with
memorized
material;
Fall back on
formulas;
Inaccurate
when trying to
create
More
inferences;
Can get
meaning from
the unfamiliar;
Put sentences
together
Vocabulary
Everyday words;
Pantomime;
Occasionally use
native language;
Memorized;
Limited in
number (lots of
cognates used)
More daring and
experimentation
(mistakes);
Aware of sentence structure;
Use affirmative/
negative and
context clues
Capable of
Culturallycomplexity;
authentic
Still present
expressions;
tense-bound;
Variety and use
More idiomatic of idioms;
usage
Use target language to define
target language
Cultural
Awareness
Imitate;
Recognize
similarities;
Use native
culture except if
memorized
target culture
(e.g., gestures)
Communication
Strategies
Visual clues;
Repetition;
Previous
(background)
knowledge
Recognize
differences;
Make
comparisons
Expansion;
Circumlocute;
Inferences
Analyze
perspectives;
Use appropriate
gestures;
Use idioms
Sustain use of
target language;
Degree of
analysis/depth;
Refining and
detailed
Paul Sandrock – Mississippi Bend AEA Workshop – November 2010 - Page 9
What are the characteristics of Interpersonal Communication?
One-way communication
Two-way communication
Spontaneous
Following up
Memorized
Indicating interest
Focused on message
Helping partner
Taking turns
Focused on accuracy
Using various means to get meaning across
Asking for clarification
Other characteristics you noticed:
Intermediate Low - Unit Summative Task: Discuss with a partner the places in
classmates’ commercials, explaining which you want to visit and why
Learning Checks
Formative Assessments
Summative Assessments
1. Information Gap Pair
Activity: controlled tasks
(Map or Clock partners)
1. Questions in an envelope
(want to use the fewest out
of the envelope)
1. Work with partner to retell
story or summarize an
article on travel
2. Post-It Note Feedback
2. Identify how much you
and partner have in
common about things you
like to do on trips
2. Identify ways that you and
your partner could provide
service on a trip to
address a global issue
3. TALK scores
4. Keep conversation going
for two minutes
3. Find someone who …
(ask as many follow-up
questions as possible
about trips taken)
Paul Sandrock – Mississippi Bend AEA Workshop – November 2010 - Page 10
Learning Checks:
TALK Scores
Shrum, J. L. & Glisan, E. W. (2005). Teacher’s Handbook: Contextualized Language
Instruction (3rd ed.).Boston: Heinle
Target
Language
Accurate
Listens
Kind
Student A
+
+
+
+
Student B
√
–
+
+
Student C
–
√
–
+
Formative Assessment:
Scored Discussion (4 Person Conversation - Based on ideas from Greta Murray, Medford,WI)
Move from:
1–3–5
Move to:
Asks random questions
Follows up with logical questions
Only answers the question asked
Contributes additional information
Responds, but rarely initiates
Contributes personal insights to
enhance discussion and draw in
others
Comments are not relevant
Stays on topic
Rubric Design:
Holistic or Analytic?
Characterized by:
Useful for:
Limited by:
Holistic
Criteria are combined into a
single descriptive paragraph
Broad program checkpoints;
Students see if they have
performed at the targeted level (or
above or below it)
Analytic
Criteria are identified and described
separately in categories
Feedback to focus on specific
elements of the performance;
Students can see strengths and
weaknesses;
Provides student with feedback to
guide improvement and emphasis
(personal goals)
Requires strategic decisions about Requires strategic decisions as to the
how to balance various criteria in weight of various criteria especially if
coming up with the single holistic used for a letter grade
decision of performance level
Paul Sandrock – Mississippi Bend AEA Workshop – November 2010 - Page 11
Feedback Mechanisms:
Sample Checklist:
Task: Novice Level – Interpersonal – Find out who has the busiest schedule.
Performance Criteria:
1.
2.
3.
4.
5.
6.
7.
8.
9.
I can do this
on my own
I can do this I cannot do
with some
this
help (from a
student or the
teacher)
I can use numbers
I can use words for classes
I can use words for activities
I can understand my partner
I can say how many times, how often, how
frequently I have or do various things
I can ask some questions
I can provide some description
I can use expressions to show that I agree
or disagree with what my partner says
I can say how I am feeling (emotions)
Even at a more advanced level, a checklist provides a framework for helping students know the
expectations and how close they come to meeting or exceeding them.
Task: Pre-Advanced Level – Interpersonal – Find out who has the busiest schedule.
Performance Criteria:
1. Questions include a variety of
topics and interests beyond just
school
2. Many questions are open-ended
to encourage more interaction in
the conversation
3. Questions lead to in-depth
exploration of the topic, beyond
mere facts; asks for more detail,
further explanation
4. Demonstrates careful listening
by using expressive reactions
and appropriate follow-up
questions
Achieves the
target and
more
(Consistently)
Achieves
the target
(Frequently)
Achieves
the target
(Minimally)
Falls
short of
the
target
Paul Sandrock – Mississippi Bend AEA Workshop – November 2010 - Page 12
Sample “I Can” Statements – Interpersonal Mode
(From CLVisa, a Linguafolio project of Concordia Language Villages)
Categories:
Targeting Novice
Level
Targeting
Intermediate-Low
Targeting
Intermediate Level
I can …
I can …
I can …
Carry on a
conversation asking
and answering
simple questions
Ask simple
questions and
provide brief
answers
Begin and continue a
conversation, using
long sentences with
lots of description
Ask and answer a
wide variety of
questions, giving
reasons and
explanations, and
asking follow-up
questions
Share detailed
descriptions with a
wide variety of
descriptive words and
phrases
A. Carry on Carry on a simple
conversation conversation using
memorized phrases
B. Ask and
answer
Answer simple
questions with a
single word or two
C. Provide
description
Describe with 2 or
3 descriptors
Share a simple
description of a
person, place, or
thing
D. Express
preferences
Talk with someone
about things I like
and dislike
Discuss personal
preferences and
feelings, giving
simple reasons for
those preferences
Discuss preferences,
with detailed reasons
and explanations to
support my opinions
E. Extend
context for
expressing
self
Make myself
understood in a
simple way, and
understand the
other person when
he/she talks slowly
and clearly and can
help me understand
Say when I don’t
understand and ask
people to repeat or
speak more slowly
Talk about things
that have happened
or are going to
happen
Support my opinions
and make
recommendations
with detailed
explanations,
arguments, and
reaction to the topic
being discussed
Ask for a definition
or explanation and
restate what has been
said in another way to
make sure that I
understand
F. Ask for
clarification
Ask someone to
explain again in
simpler language
and repeat to make
sure I understand
Targeting PreAdvanced
(Intermediate High)
Level
I can …
Begin and effortlessly
continue a long
conversation
Ask and answer a wide
variety of questions
requiring extended
explanations and
follow-up discussions
Share detailed,
effective descriptions
of people, places, or
things; explain a
complicated problem or
dilemma and negotiate
to arrive at a solution
Comfortably participate
in a spontaneous
discussion and express,
discuss, and defend my
opinions with only
minor pauses and
hesitations
Convey and understand
finer shades of meaning
by using a wide range
of expressions to adapt
to the demands of the
conversation
Ask for more
information and
clarification and
suggest alternative
words and paraphrase
to ensure understanding
Paul Sandrock – Mississippi Bend AEA Workshop – November 2010 - Page 13
Rubric Development: Targeting the Proficiency Level:
Interpersonal: Maintaining and Sustaining the Conversation
Novice
Interme-diate
Responds when
Mainly in a
Uses circumlocuAsks follow-up
prompted or
reactive mode,
tion to stay in the
questions and
asked, usually to sticks to direct
conversation;
inserts rejoinders
high-frequency
answers; able to maintains
to maintain the
cues; initiation is initiate
conversation with
conversation and
limited to
conversation
“give and take” vs. stay on topic
memorized
with a few
turn-taking;
words or phrases original
uses informational
questions;
questions (who,
generally uses
what, where, when)
yes/no questions
Interpersonal: Asking for Clarification
Novice
Says “Huh?” or Repeats what Provides
uses gestures
was not
perceived
and facial
understood;
meaning; repeats
expressions to
asks speaker
and adds a tag
show
to repeat or
question to show
confusion
slow down
understanding
Interpersonal: Comprehensibility
Novice
Intermediate
Sticks to
Tries to use
Some success in
known words new phrases
using new
and combinaphrases and
tions; rarely
combinations
successful
Asks simple
questions to
clarify
meaning
Some errors that
may require
repetition to be
understood
Pre-Advanced
Helps partner by Provides own
Uses transition
supply-ing words responses to
phrases to signal
or finishing
prompt partner
changes in the
sentences or
(models
conversation’s
thoughts
responses to help direction; works
partner respond) with partner to
explore topics in
depth
Intermediate
Provides alternatives,
examples, to point out
what is not understood;
asks for a definition or
explanation
Paraphrases to
verify what was
understood
Pre-Advanced
Control of language
Some errors;
decreases as topics
errors seldom
and time frames
interfere with
expand beyond present comprehension
and familiar
Pre-Advanced
Adds own
interpretation to
verify what was
understood
Errors are not
noticeable; no
interference with
comprehension
Paul Sandrock – Mississippi Bend AEA Workshop – November 2010 - Page 14
Resources:
Annenberg/CPB Library
Teaching Foreign Languages K-12: A Library of Classroom Practices:
http://www.learner.org/channel/libraries/tfl/
The Teaching Foreign Languages K-12 video library and professional development guide
bring to life the Standards for Foreign Language Learning in the 21st Century. Illustrates
effective instruction and assessment strategies in K-12 classrooms around the country.
27 teachers and their students; eight languages; full range of competency levels.
Teaching Foreign Languages K-12: Workshops
http://www.learner.org/resources/series201.html
A video workshop for K-12 teachers; 8 half-hour video programs, workshop guide, and
website; graduate credit available. Leading researchers and practicing teachers discuss how
the standards play out in day-to-day classroom situations. Workshop guide available online
and in print, plus interactive activities on the web.
Wisconsin Educational Communications Board
World Language Assessment: Get in the Mode!
http://www.ecb.org/worldlanguageassessment/
Seven video segments (15 minutes each) take teachers into K-12 classrooms to explore
issues and examples of assessing world languages. Focuses on the three modes of
communication (interpretive, presentational, and interpersonal), includes web resources,
provides a framework of formative and summative assessments for use at any grade level.
Foreign Language Educators of New Jersey (FLENJ)
Consortium for Assessing Performance Standards
http://flenj.org/CAPS/?page=parent /
This web site showcases the work of teachers in four New Jersey school districts: 70
assessment tasks, rubrics developed for these tasks, samples of student work for some tasks,
and answers to frequently asked questions (funded by a Foreign Language Assistance
Program grant awarded in September 2003).
Fairfax County Public Schools (VA)
Performance Assessment for Language Students (PALS)
http://www.fcps.edu/DIS/OHSICS/forlang/PALS/
Fairfax County Public Schools teachers have been developing a performance assessment
program since 1995. Teachers and students field tested rubrics and modified them to reflect the
language development of students within an academic setting. The assessment tasks, both
formative and summative, and accompanying rubrics are available on the website.
Paul Sandrock – Mississippi Bend AEA Workshop – November 2010 - Page 15
Request for Work Demonstrating Global Competence
Dear Colleague:
You are invited to participate in an exciting new project to transform the teaching and
assessing of key skills in students of all ages. EdSteps is collecting samples of work that
demonstrate Global Competence as part of a ground breaking effort to assess student
performance using real examples of work done by students and professionals from across
the nation and throughout the world.
Why Global Competence?
th
Today’s students are entering into a world vastly different from that of the 20 century.
Schools and communities need to prepare their young people to succeed in this new global
environment. For our students’ well-being, the vitality of our communities and the welfare of
our entire nation we must cultivate the knowledge, skills and passion in students that will
enable them to recognize the challenges and opportunities of an interconnected world and
contribute to its improvement. Better approaches to teaching and assessing student work
that address issues of global significance both world wide and in their own neighborhood
are essential to a world-class education system.
EdSteps: A Call for Work Demonstrating Global Competence
EdSteps seeks work done by students and professionals from the U.S. and around the
world that demonstrates global competence: the knowledge, skills and disposition to
understand and act creatively on issues of global significance. EdSteps will publish the
work online to show examples of global competence at various levels of expertise. Once the
work is published, it will help teachers strengthen instruction and better evaluate student
work and provide examples for students to help them strive for greater achievement. To
accomplish these goals, we need your help and professional judgment.
We invite students to submit works that address one or more of the critical global issue
areas of our time, such as:
• Environmental Sustainability
• Health and Human Development
• Population Growth and Transition
• Human Rights
• Economic Development
• Cultural Identity and Diversity
• Global Conflict and Cooperation
• Media and Technology
Your students should identify and investigate a specific problem or opportunity within one
of these issue areas, or another critical global issue area that is meaningful to them. The
work may be created for a variety of purposes: to analyze, describe, critique, explain,
persuade, tell a story, express an opinion, offer an artistic interpretation, etc., in various
forms:
• Written document (essay, story or screenplay, “Op-Ed”, poetry, etc.)
• A work of digital media (short video, PowerPoint, audio slide show, etc.)
• A work of art or design (painting, sculpture, architectural design, song, etc.)
www.edsteps.org
A project of the Council of Chief State School Officers (CCSSO)
Paul Sandrock – Mississippi Bend AEA Workshop – November 2010 - Page 16
We invite your students to submit work that:
1. Presents and weighs evidence on issues of global significance or important local
issues faced by others in the world
2. Considers their own and others’ perspectives
3. Communicates ideas clearly and appropriately to diverse audiences
4. Illustrates options for responsible action to improve a situation, concern or condition.
The Global Competence Matrix
Investigate the World
Students investigate the
world beyond their
immediate environment.
Recognize Perspectives
Students recognize their
own and others’
perspective.
Communicate Ideas
Students communicate
their ideas effectively
with diverse audiences.
Students can:
• Generate and explain the
significance of locally,
regionally or globally
focused researchable
questions.
Students can:
• Recognize and
articulate their own
perspective(s) on
situations, events, issues
or phenomena and
identify the influences on
that perspective.
Students can:
• Recognize that diverse
audiences may perceive
different meanings from
the same information.
• Identify, collect and
analyze the knowledge and
evidence required to
answer questions using a
variety of international
sources, media and
languages.
• Weigh, integrate and
synthesize evidence
collected to construct
coherent responses that
are appropriate to the
context of issues or
problems.
• Develop an argument
based on compelling
evidence that considers
multiple perspectives and
draws defensible
conclusions.
• Articulate and explain
perspectives of other
people, groups or schools
of thought and identify
the influences on those
perspectives.
• Explain how the
interaction of ideas
across cultures
influences the
development of
knowledge and
situations, events, issues
or phenomena.
• Use appropriate
language, behavior and
strategies to effectively
communicate, both
verbally and nonverbally, with diverse
audiences.
• Explain how effective
communication impacts
understanding and
collaboration in an
• Select and effectively
use appropriate
technology and media to
communicate with
diverse audiences.
• Articulate how the
consequences of
differential access to
knowledge, technology
and resources affect the
quality of life and
influences perspectives.
www.edsteps.org
Take Action
Students translate their
ideas and findings into
appropriate actions to
improve conditions.
Students can:
• Recognize their
capacity to advocate for
and contribute to
improvement locally,
regionally, or globally.
• Identify opportunities
for personal and
collaborative action to
address situations,
events, issues or
phenomena in ways
which can make a
difference.
• Assess options for
action based on
evidence and the
potential for impact,
taking into account
varied perspectives and
potential consequences
for others.
• Act creatively and
innovatively to
contribute to
improvement locally,
regionally or globally
both personally and
collaboratively.
Paul Sandrock – Mississippi Bend AEA Workshop – November 2010 - Page 17
What Makes the Right Travel Destination for Me?
Unit Level Summative Performance Assessments
Novice Level: Where would I like to travel?
Interpretive
Presentational
Listen to a travelogue:
Write a brief website
match photos to each
description for 5 places of
description heard
interest (where, hours open,
admission, etc.)
Interpersonal
In pairs, look at 5 photos
and discuss likes and
dislikes, deciding which 2
places to visit on your last
day in the target country
Intermediate Level: Why would I choose a particular destination?
Interpretive
Presentational
Interpersonal
Complete a fact sheet about Create a commercial and a
Discuss with a partner the
the area you have selected
flyer to showcase the region places in classmates’
to visit in the target country, you have selected
commercials, explaining
using Internet resources,
which you want to visit and
identifying the benefit of
why
visiting that destination
Pre-Advanced (Intermediate-High) Level:
How could travel help my career options and qualifications?
Interpretive
Interpersonal
Presentational
Investigate places for study, Evaluate with a partner the
Write a letter to apply for an
travel, or work in the target career advantages you could internship, explaining how
country; identify how they
gain by studying, traveling, the experience will fit into
would be helpful to four
or working in the target
your career plans, and how
careers you are exploring
country
you have prepared for it
Advanced Level:
How does travel change the way I look at the world?
Interpersonal
Presentational
Interpretive
Discuss stereotypes of the
Write a newspaper editorial Read a work of literature
target culture that you know explaining one U.S. cultural with a strong sense of place;
you see differently now;
phenomenon that is likely to describe the cultural
identify ideas you want to
be misinterpreted by tourists influences shaping the main
investigate while in the
from the target country
idea or conflict
target country
Paul Sandrock – Mississippi Bend AEA Workshop – November 2010 - Page 18
What is the target for performance?
Think about the unit you are planning: what is the engaging Thematic Focus?
What are the Summative Assessment targets for Interpretive, Interpersonal, and
Presentational communication? Do these assessments engage and motivate students?
Interpretive Performance
Presentational Performance
Interpersonal Performance
Activities to Prepare for Summative Tasks: (Formative Assmts. & Learning Checks)
Interpretive Practice
Presentational Practice
Interpersonal Practice
Knowledge Students Need to be Successful on these Performance Assessments:
Language Functions
Vocabulary
Structures