Longwood Undergraduate Modern Language Program SPA Assessment Plan
Undergraduate Modern
Longwood Educational Program: Languages Licensure Program
Program Coordinator e-mail
Address: hildebrandtsa@longwood.edu
Program Coordinator: Lilly Goetz.
Program Coordinator Office
Phone: 434-395-2182
American Council on the
Teaching of Foreign
SPA Name: Languages (ACTFL)
Date SPA Assessment Plan
Submitted:
Longwood SPA Assessment Plan – Undergraduate Modern Languages
www.actfl.org
SPA Website: http://www.actfl.org/i4a/pages/Index.cfm?pageid=3384
Date Plan Approved by AIR:
Page 1
Susan A. Hildebrandt 2/17/2016
Chart 1: Required (RQ) and Recommended (RC) Standards for Each Assessment
ACTFL STANDARDS
1. Language, Linguistics, Comparisons. Candidates (a)
demonstrate a high level of proficiency in the target
language, and they seek opportunities to strengthen their
proficiency (See the following supporting explanation and
rubrics for required levels of proficiency.); (b) know the
linguistic elements of the target language system, recognize
the changing nature of language, and accommodate for
gaps in their own knowledge of the target language system
by learning on their own; and (c) know the similarities and
differences between the target language and other
languages, identify the key differences in varieties of the
target language, and seek opportunities to learn about
varieties of the target language on their own.
2. Cultures, Literatures, Cross-Disciplinary Concepts.
Candidates (a) demonstrate that they understand the
connections among the perspectives of a culture and its
practices and products, and they integrate the cultural
framework for foreign language standards into their
instructional practices; (b) recognize the value and role of
literary and cultural texts and use them to interpret and
reflect upon the perspectives of the target cultures over
time; and (c) integrate knowledge of other disciplines into
foreign language instruction and identify distinctive
viewpoints accessible only through the target language.
Longwood SPA Assessment Plan – Undergraduate Modern Languages
1
State Test
(Required)
2
ACTFL
assignments
Praxis II
score (RC)
RC
Praxis II
score (RC)
RC
Page 2
3
Lesson
Planning
(Required)
SPA Assessments
4
5
Clinical
TWS
Evaluation
(Required)
(Required)
6
OPI
7
Portfolio
Oral
Proficiency
Interview
(OPI)
Susan A. Hildebrandt 2/17/2016
3. Language Acquisition Theories and Instructional
Practices. Candidates (a) demonstrate an understanding of
language acquisition at various developmental levels and
use this knowledge to create a supportive classroom
learning environment that includes target language input
and opportunities for negotiation of meaning and
meaningful interaction and (b) develop a variety of
instructional practices that reflect language outcomes and
articulated program models and address the needs of
diverse language learners.
4. Integration of Standards into Curriculum and
Instruction. Candidates (a) demonstrate an understanding
of the goal areas and standards of the Standards for Foreign
Language Learning and their state standards, and they
integrate these frameworks into curricular planning; (b)
integrate the Standards for Foreign Language Learning and their
state standards into language instruction; and (c) use
standards and curricular goals to evaluate, select, design,
and adapt instructional resources.
5. Assessment of Language and Cultures. Candidates
(a) believe that assessment is ongoing, and they
demonstrate knowledge of multiple ways of assessment that
are age- and level-appropriate by implementing purposeful
measures; (b) reflect on the results of student assessments,
adjust instruction accordingly, analyze the results of
assessments, and use success and failure to determine the
direction of instruction; and (c) interpret and report the
results of student performances to all stakeholders and
provide opportunity for discussion.
6. Professionalism. Candidates (a) engage in professional
development opportunities that strengthen their own
linguistic and cultural competence and promote reflection
on practice and (b) know the value of foreign language
learning to the overall success of all students and
understand that they will need to become advocates with
students, colleagues, and members of the community to
promote the field.
RC
RC
TWS
RC
RC
TWS
RC
RC
TWS
RC
*NOTE: After completing this chart, you would be ready to complete your SPA Report Form/Template Section III-RELATIONSHIP OF ASSESSMENT TO
STANDARDS.
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Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 3
Susan A. Hildebrandt 2/17/2016
Chart 2: Program Assessment Descriptions and Delineation of Specific Items that Meet SPA Standards
ACTFL STANDARDS
Recommended Method of Assessment:
1. Language, Linguistics, Comparisons. Candidates (a)
demonstrate a high level of proficiency in the target
language, and they seek opportunities to strengthen their
proficiency (See the following supporting explanation and
rubrics for required levels of proficiency.)
(b) know the linguistic elements of the target language
system, recognize the changing nature of language, and
accommodate for gaps in their own knowledge of the target
language system by learning on their own;
(c) know the similarities and differences between the target
language and other languages, identify the key differences in
varieties of the target language, and seek opportunities to
learn about varieties of the target language on their own.
2. Cultures, Literatures, Cross-Disciplinary Concepts.
Candidates (a) demonstrate that they understand the
connections among the perspectives of a culture and its
practices and products, and they integrate the cultural
framework for foreign language standards into their
instructional practices;
(b) recognize the value and role of literary and cultural texts
and use them to interpret and reflect upon the perspectives
of the target cultures over time
(c) integrate knowledge of other disciplines into foreign
language instruction and identify distinctive viewpoints
accessible only through the target language.
Longwood SPA Assessment Plan – Undergraduate Modern Languages
1
Content
Knowledge
(Required)
2
Content
Knowledge
(Required)
Praxis II
ACTFL
assignment
X
SPA Assessments
4
5
Pedagogical
Effects on
and
Learning
Professional (Required)
KSD
(Required)
6
Content
Knowledge
(Required)
7
Additional
assessment
(Required)
OPI
Professional
Portfolio
X
X
X
X
X
X
X
X
X
X
X
X
X
Rubric I;
Assignment
4, 11
X
X
X
X
Rubric
Cultural,
Connections,
D;
Assignment
4
X
Page 4
3
Pedagogical
and
Professional
KSD
(Required)
Secondary Unit
Planning
Template
Clinical
Evaluation
TWS
8
Additional
assessment
(Optional)
2.c.1, 2.c.2,
2.c.3
Susan A. Hildebrandt 2/17/2016
3. Language Acquisition Theories and Instructional
Practices. Candidates (a) demonstrate an understanding of
language acquisition at various developmental levels and
use this knowledge to create a supportive classroom
learning environment that includes target language input
and opportunities for negotiation of meaning and
meaningful interaction
Rubric H;
Assignment
8
3.a.1, 3,a.2,
3.a.3, 3.a.4,
3.a.5, 3.a.6,
3.a.7, 3.a.9,
3.a.8, 3.a.10,
3.a.11
LG 3
b) develop a variety of instructional practices that reflect
language outcomes and articulated program models and
address the needs of diverse language learners.
Rubric F, G;
Assignment
5
3.b.1, 3.b.2,
3.b.3, 3.b.4,
3.b.5, 3.b.6,
3.b.7, 3.b.8,
3.b.9,
CF.III.f.
AP 5
IDM 2
4. Integration of Standards into Curriculum and
Instruction. Candidates (a) demonstrate an understanding
of the goal areas and standards of the Standards for Foreign
Language Learning and their state standards, and they
integrate these frameworks into curricular planning
Rubric B, I;
Assignment
2, 3, 4, 8
4.a.1, 4.a.2,
4.a.3
DI 3, LG
4
4.b.1, 4.b.2,
4.b.3, 4.b.4,
4.b.5, 4.b.6,
2.c.1, 2.c.2,
2.c.3
DF 1
4.c.1, 4.c.2,
4.c.3
AP 1
Rubric J;
Assignment
7, 9
5.a.1, 5.a.2,
5.a.3, 5.a.4,
5.b.1,
CF.V.b,
CF,Vc
AP 3
X
5.b.1, 5.b.2,
CF.V.c
DFI 5
IDM 2
X
5.c.1, 5.c.2,
CF.V.d,
CF.V.e
ASL 3
Rubric
Cultural,
Connections,
B, C, D, I;
Assignment
2, 3, 4, 11
Rubric
Cultural, C,
E, I;
Assignment
6, 11
(b) integrate the Standards for Foreign Language Learning and
their state standards into language instruction;
(c) use standards and curricular goals to evaluate, select,
design, and adapt instructional resources.
5. Assessment of Language and Cultures. Candidates
(a) believe that assessment is ongoing, and they
demonstrate knowledge of multiple ways of assessment that
are age- and level-appropriate by implementing purposeful
measures
(b) reflect on the results of student assessments, adjust
instruction accordingly, analyze the results of assessments,
and use success and failure to determine the direction of
instruction;
(c) interpret and report the results of student performances
to all stakeholders and provide opportunity for discussion.
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 5
Susan A. Hildebrandt 2/17/2016
6. Professionalism. Candidates (a) engage in professional
development opportunities that strengthen their own
linguistic and cultural competence and promote reflection
on practice
4.b.5
Membersh
ip in prof
org, prof
dev plan,
examples
of
reflective
ST
journals
(b) know the value of foreign language learning to the
overall success of all students and understand that they will
need to become advocates with students, colleagues, and
members of the community to promote the field.
4.b.6.
Advocacy
project
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 6
Susan A. Hildebrandt 2/17/2016
Chart 3: List of Assessments and Time of Administration
(Taken from the SPA Report Template: SECTION II— LIST OF ASSESSMENTS)
Name of Assessment
1
Praxis II
2 ACTFL assignment
3 Lesson plan
4
Clinical Experience Evaluation
5 Teacher Work Sample (TWS)
6 Oral Proficiency Interview (OPI)
7 Portfolio
Type or
Form of Assessment1
When the Assessment
Is Administered2
State Licensure Test
Prior to Student Teaching Experience
Project
Rubric to evaluate quality of lesson plan
FREN/GERM/SPAN/TESL 400 or
500
Observations of Student Teacher
Student Teaching
Teacher Work Sample
EDUC 489 and
FREN/GERM/SPAN/TESL 400 or
500
Interview/Performance Assessment
Prior to Student Teaching Experience
Collection/documentation of assignments
Student Teaching
8 None
1
Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).
Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course
title and numbers], or completion of the program).
2
Longwood SPA Assessment Plan – Undergraduate Modern Languages
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Susan A. Hildebrandt 2/17/2016
APPENDIX:
Standard Aligned Assessments
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 8
State Required Assessments
Assessment 1: Passing score on Praxis 2 Exam before graduation from the program.
Assessment 2:
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 9
Lesson Plans
(Assessment #3)
Secondary Unit Planning Template – Instructions to Candidates
1. Cover Sheet must include the following information:
Your Name:
Language Level of Students to be taught:
Title of Text:
Unit/Chapter Title:
Publisher & Publication Year:
2. Correlation to National Standards/Objectives: Use the STANDARDS-BASED TEXTBOOK EVALUATION
GUIDE to evaluate the textbook materials you find for the unit of instruction that you have chose. Attach the
completed form.
3. Learning Scenario – Task-based Teaching and Learning: Provide an overview of the teaching and learning
topics, activities, and projects that you envision for the Unit. Describe in sufficient detail so that an
administrator, parent, or student can understand what real-world language performance tasks will be practiced
and learned during the time period specified. Utilize materials provided by the text as well as ideas you have
generated to supplement the text. Indicate which of the K-12 Standards for Foreign Language Learning and
SOLs you will address in the unit.
4. Analysis of Chapter: Based on the above evaluation, be prepared to adapt or supplement the textbook’s
information, activities, materials, etc. in order to develop the best unit of instruction possible. Summarize your
findings in the following chart:
Curricular Weave of Essential Skills & Knowledge
Found in text or ancillaries
To be added from other sources
1. Essential Grammar
2.a. Essential Receptive
Vocabulary
2.b. Essential Expressive
Vocabulary
3.a. Cultural Information:
Perspectives
3.b. Cultural Information:
Products
3.c. Cultural Information:
Practices
4. Learning Strategies to
be taught or used
5. Communication
Strategies to be
taught or used
6. Connections to other
subject areas
7. Technology to be used
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 10
5.
Higher Order Thinking Skills: In the appropriate squares, describe specific learning activities that students will
perform. One reason to supplement textbook activities is to ensure that instruction addresses multiple levels of
critical thinking.
Found in text or ancillaries
To be added from other sources
Memory
Comprehension
Application
Analysis
Synthesis
Evaluation
6. Creation/adaptation of teaching materials: As a minimum, you must include the following:
Photos/pictures to illustrate specific language concepts or vocabulary
At least one language game, illustrating a specific language concept or vocabulary
At least one song, illustrating a specific language, vocabulary, or cultural concept
Two writing tasks with grading rubrics
Annotated list of useful websites
7. Pre-test (Activity, Survey, etc.)
a. Describe what you will do to interest students in the topic of the unit, to activate their prior knowledge,
and to involve them in the planning of the Unit.
b. Design an instrument that will indicate what level of understanding pupils already have of the various
elements of the Unit. Attach the instrument or pre-test.
8. Communication Standards/Domains: List here the specific language skills/tasks the student will demonstrate
during the unit – “The student will be able to…” (SWBT)
Found in text or ancillaries
To be added from other sources
1.a. Interpretative –
Listening –
SWBT…
1.b. Interpretative –
Reading – SWBT…
2.a. Presentational –
Speaking –
SWBT…
2.b. Presentational –
Writing – SWBT…
3.a. Interpersonal –
SWBT…
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 11
9. Assessments: Include copies of all quizzes (and grading rubrics) that will be used in the unit.
Student Performance: For all assessments, indicate and modifications/adaptations that might be made for
students with special needs. Include a post-test instrument, which is usually the Unit Exam. The exam should
include:
Vocabulary
Language structures
Listening skills
Reading skills
Writing skills
Cultural content
Student Reflection on Learning: You might also plan to have your future student complete a copy of the “Pupil
Self-Assessment of Language Performance” from the
10. Time Distribution: On a blank calendar page, briefly indicate how you will distribute the “content” of your
Unit over two to three weeks.
11. Daily Lesson Plans: Follow the DAILY LESSON PLAN TEMPLATE provided below. Include complete,
detailed lesson plans, with all necessary materials, for a minimum of (1) the vocabulary of the unit; (2) at least
two grammar points from the unit; (3) one reading selection from the unit; (4) one cultural concept from the
unit. It should be clear that you are using a variety of input (presentation) techniques and that students will be
engaged in output via a combination of mechanical, meaningful, and communicative activities. Possible
modifications/adaptations for particular students should be noted throughout the lesson plans.
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 12
DAILY LESSON PLAN TEMPLATE (Secondary Instruction)
Name:
Date:
Circle Central Focus of Lesson:
Vocabulary
Language/Grammar
PROCEDURES
Class/Level:
Reading Selection
TIME
Unit:
Cultural Concept
MATERIALS,
RESOURCES,
TECHNOLOGY
Context/Theme:
Writing Listening/Speaking
Give additional information
to clarify what you and the students will do. Describe such things as…
Anticipatory Set – get attention,
state objectives, warm-up or recall
Providing Input – engaging
learners, teaching new concepts
Guided Participation – student
output (mechanical, meaning)
Application – free communication
SOLs; Bloom’s Taxonomy; Multiple Intelligences; Performance goals; etc.
Modifications or Adaptations; Receptive or Expressive Vocabulary; etc.
Learning Strategies; Communicative Modes; SOLs; etc.
Communicative mode – Interpretive, Interpersonal, Presentational; SOLs;
etc.
Assessment Instrument(s) and rubric(s); etc.
Closure and Assessment
Extension Activities – homework,
projects, etc.
SOLs; Bloom’s Taxonomy; Multiple Intelligences; Performance goals; etc.
CULTURAL CONTENT (Perspectives, Practices, Products):
CONNECTIONS to other content areas:
Self-Reflection on potential for lesson effectiveness:
Longwood SPA Assessment Plan – Undergraduate Modern Languages
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Susan A. Hildebrandt 2/17/2016
Secondary Units: Planning for Instruction
ACTFL
Standards
A Overall
Presentation
B Learning
Scenario &
Integration of
Standards into
Planning
C Integration of
Cultural
Products,
Practices, &
Perspectives in
Planning
D Integration of
Other Subjects in
Instructional
Planning
E Evaluation,
Selection,
Creation/Adapta
tion of
Standards-Based
Materials
Unacceptable (Approaches Standard)
0-6 points
Acceptable (Meets Standard)
7-9 points
Target (Exceeds Standard)
10 points
Sloppy or disorganized presentation with
little or no attention to details. Includes
some required components, but not all are
complete, typed or arranged according to
guidelines. Descriptions not complete or
lack accuracy.
Unit planning applies national and state
standards in minimal ways based on text
materials. Little or no attention given to
curricular weave. Plan does not follow
required format and/or some required
elements are missing or unclearly stated. No
plans for addressing critical thinking.
Unit and/or selected lessons refer to one or
more of the cultural standards.
Neat presentation with some attention to
details. Includes most required components,
typed and arranged according to guidelines.
Descriptions are generally well presented and
accurate.
Exceptionally professional presentation with
attention to detail. Includes all required
components, typed and arranged according
to guidelines. Descriptions are clearly
presented and accurate.
Candidate creates objectives and activities
that address national and state standards.
Unit plan follows required format and
includes most required elements. Some
attention given to curricular weave. Critical
thinking skills are present, but not stretched
to higher levels.
Unit and/or lessons include planned activities
to allow exploration of the target-language
cultural practices, products, and/or
perspectives.
Candidate utilizes “5 Cs” as the backbone of
the unit and designs objectives and activities
that creatively implement state and national
standards. Activities require higher order
thinking. Skillful incorporation of
technology and connections to other
disciplines.
The unit and lessons are clearly organized
around the cultural framework of practices,
products and perspectives, and activities will
lead to student understanding of the
anthropological view of culture.
Candidate plans to connect to subject-area
content by using resources that accompany
instructional materials (text). Connections
may be of discrete pieces of information, not
integrated.
Selection and design of materials is not
clearly based on standards and curricular
goals (national standards and SOLs).
Candidate uses instruction materials that
accompany text or are commercially
produced.
Candidate consults with colleagues to make
relevant connections to other subject areas
and to identify materials appropriate for
strengthening content connections for
students.
Selection and design of materials reflects
standards and curricular goals (national
standards and SOLs). Technology resources
identified and integrated. Candidate includes
visual, aural, print materials in lesson
planning. Materials neat. Candidate adapts
commercial materials as necessary to reflect
standards-based goals and instruction.
Candidate systematically consults with
colleagues to make relevant connections to
other subject areas. May plan team teaching.
Together, locates authentic resources
appropriate to content goals and grade level.
Selection and design of materials is clearly
based on national and state standards and
curricular goals. Incorporates wide variety of
visual, aural, and print resources, including
realia. Technology resources identified and
integrated. Materials are creative, neat,
legible, easy to use. Plans and is successful in
adapting commercial materials to make
standards-based learning more effective.
Longwood SPA Assessment Plan – Undergraduate Modern Languages
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Susan A. Hildebrandt 2/17/2016
F Critical Thinking
& Problem
Solving
G Planning for
Students’
Diverse Needs
Planned activities have a limited number of
answers and allow little room for critical
thinking and/or problem solving.
Planned materials and activities acknowledge
the possibility of diverse needs, but specific
strategies are very limited and show no
variety. Candidate is aware that some
students may have special cognitive or
physical needs.
H Planning for
Language
Acquisition
Candidate shows awareness of connections
between student learning and use of
instructional strategies. Lesson plans focus
on communicative modes, but in isolation.
I Daily Lesson
Plans
Lesson plans do not follow required format
and/or required elements are missing or
unclearly stated. May focus on only one
mode of communication at a time. Cultural
content and interdisciplinary connections are
minimal. Instructional materials are
inadequate to meet needs.
J Assessing Pupil
Learning
Candidate recognizes purposes of formative
and summative assessments and plans to use
assessments (LRSW) found in instructional
materials. Planned assessments use primarily
discrete-point questions. Modifications not
addressed.
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Many of the planned activities promote
critical thinking and problem-solving skills.
Most of the planned activities are intended to
engage students in critical thinking and
problem solving.
Planned materials and activities anticipate a
Candidate plans to discover information
wide range of student needs: learning styles,
about students’ learning styles, intelligences,
language levels, affective needs. Many lesson and language background. Most lesson plans
plans address diversity with some variety of
address diversity with a wide variety of
instruction strategies. Candidate models
instructional strategies. Alternative
strategies that address special needs.
classroom activities planned and available as
needed by special students.
Candidate demonstrates understanding of
Candidate purposefully designs a wide variety
language acquisition, language input, and
of specific teaching strategies that promote
negotiation of meaning by designing specific language acquisition on a daily, ongoing basis.
teaching strategies (e.g., TPR,
Activities thoughtfully integrate interpretive,
comprehensible input) in daily lessons.
interpersonal, and presentational modes of
Several modes of communication are
communication.
planned.
Lesson plans follow required format and
Lesson objectives are performance-based and
include most required elements. Lessons
integrate all modes of communication.
integrate multiple skills. Accompanying
Activities include both comprehensible input
materials adequate for the purpose described. and output. Materials/resources appealing,
Lesson plans promote language input, and
neat and easy to use. Activities and materials
pupil production of language. Activities
lead to cultural understanding and acquiring
include exploration of culture and make
information from other disciplines in the
connections to other disciplines.
target language.
Candidate designs formative and summative
Candidate designs formative and summative
assessments for achievement at unit’s end.
assessments to measure ongoing
Locates authentic materials for interpretive
development of LSRW proficiencies.
assessments, designs performance
Higher-order thinking skills are included in
assessments for interpersonal and
assessments. Uses assessments that are based
presentational communication. Plans both
on national student standards. Both formal
holistic and analytical rubrics. Possible
and informal assessments are described
modifications for specific students are
clearly. Rubrics are clear and appropriate.
included.
Modifications are planned for better pupil
learning.
Page 15
Susan A. Hildebrandt 2/17/2016
Final Clinical Experience Evaluation
(Assessment #4)
*Average Score of “2.5” Considered Acceptable
Page 1
Enter the confidential access number provided to you in order to continue to the Clinical Experience
Evaluation.
{Enter text answer}
[
]
Page 2
Final Clinical Experience Evaluation (v. 062)
IMPORTANT NOTE: This evaluation can only be processed if the Longwood ID and teacher
candidate name you provide are accurate. If you do not have access to this information, please ask the
candidate to provide this information. Thank you.
Please provide the candidate's Longwood ID/CWID:
{Enter text answer}
[
]
NOTE: You MUST provide a correct Longwood ID in order for this evaluation to be processed.
Please provide the candidate's name as s/he is currently enrolled at Longwood:
Last Name
{Enter text answer}
[
]
First Name
{Enter text answer}
[
]
Middle Name or Middle Initial
{Enter text answer}
[
]
Please indicate on which of the following you are reporting information:
{Choose one}
( ) Student Teaching Placement 1
( ) Student Teaching Placement 2
( ) Full Student Teaching Experience
( ) Graduate Professional Internship (EDUC 689)
( ) Other Placement
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 16
Please indicate the semester and year in which you are completing this evaluation:
Semester
{Choose one}
( ) Spring
( ) Summer
( ) Fall
Year
{Choose one}
( ) 2006
( ) 2007
( ) 2008
( ) 2009
( ) 2010
( ) 2011
( ) 2012
( ) 2013
( ) 2014
( ) 2015
Please indicate your role:
{Choose one}
( ) University Supervisor
( ) Cooperating Teacher
( ) University Faculty
( ) Principal
( ) Other
INSTRUCTIONS: Below are essential knowledge and skills that the Longwood Professional
Education Community has determined as important for its candidates to develop during their
educational preparation. Using the available Conceptual Framework Standards Rubrics, please assess
this candidate's present ability to demonstrate these characteristics. If you are unable to evaluate a
candidate on a particular indicator (i.e., you did not have an opportunity to observe this behavior),
please choose "NA" for "Not Applicable/Not Observed." However, please use this option sparingly as
we desire your best judgment of the candidate's ability on as many of these indicators as possible.
Click here to view a copy of the Longwood Conceptual Framework Standards Rubrics.
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 17
CF Standard I: Content Knowledge
a. Demonstrates understanding of the subject being taught
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Helps learners understand the subject and its relationship to the student
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Uses variety of methods and materials to present subject content
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Communicates concepts, processes and knowledge
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Demonstrates instructional strategies related to content and student learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
f. Guides students to understand content from various perspectives and its relationship to the world at
large
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 18
Page 3
CF Standard II: Planning
a. Develops outcomes aligned with standards
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Uses contextual data to design instruction relevant to students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Plans assessments to guide instruction and measure learning outcomes
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Plans instructional strategies, activities, and adaptations that address learning outcomes for all
students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Plans instructional strategies, activities, and adaptations that facilitate multiple levels of learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
CF Standard III: Learning Climate
a. Communicates rules, procedures, and academic standards
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 19
b. Demonstrates fair and positive classroom management techniques
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Establishes a safe and supportive learning environment that encourages mutual cooperation and
respect
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Demonstrates an understanding of child development with respect to typical and atypical behaviors
of students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Communicates high expectations
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
f. Values and supports student diversity and addresses individual needs
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
CF Standard IV: Implementation/Management
a. Uses effective lesson design to provide instruction appropriate to lesson objectives
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Facilitates high expectations for all learners through individual and group learning experiences
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan – Undergraduate Modern Languages
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c. Stimulates and encourages critical thinking and creative problem solving as appropriate
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Implements planned instruction based on diverse student needs and assessment data
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Uses time effectively
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
f. Uses and arranges classroom space effectively
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Page 4
CF Standard V: Evaluation/Assessment
a. Uses a variety of appropriate evaluation methods for each lesson objective
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Uses assessments that are aligned with learning outcomes
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Analyzes assessment data to guide instruction and learning and to measure learning progress
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 21
d. Shares assessment results with students and parents
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Adapts assessments to accommodate diverse learning needs and situations
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
CF Standard VI: Communication
a. Demonstrates competence in oral communication
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Demonstrates competence in written communication
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Demonstrates the ability to communicate with students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Demonstrates the ability to communicate with school personnel
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Demonstrates the ability to communicate with parents and families
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 22
CF Standard VII: Technology
a. Uses media, technology, and available resources to design and plan instruction
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Uses media, technology, and available resources to implement instruction and facilitate student
learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Uses media, technology, and available resources to assess and communicate student learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Integrates student use of media, technology, and available resources into instruction
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
For the candidate you are evaluating, please indicate his/her educational program of study:
{Choose one}
( ) Art Education
( ) Business Education
( ) Elementary Education
( ) English Education
( ) History/Social Studies Education
( ) Middle School Education
( ) Science Education
( ) Secondary Mathematics Education
( ) Theatre Education
( ) Other
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 23
Page 8
Below are additional standards for those who are pursuing a degree to work in Foreign Language
education. Please assess this candidate's present ability to demonstrate these characteristics.
Program Standards for the Preparation of Foreign Language Teachers
2.c.1. Implements a content-based approach to language instruction that is based on the integration of
language and subject-area content (e.g., math, science, social studies, etc.).
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2.c.2. Systematically plans for instruction with colleagues from other subject areas.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2.c.3. Creates a community of learners within the classroom, in which the teacher and learners work
together to acquire new information and perspectives across disciplines.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.a.1. Exhibits ease and flexibility in applying language acquisition theories to instructional practice.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.a.2. Uses a wide variety of strategies to meet the linguistic needs of students at various developmental
levels.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.a.3. Exhibits originality in the planning, creation and implementation of instructional strategies that
reflect language acquisition theories
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 24
3.a.4. Uses the target language to teach a variety of subject-matter and cultural content.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.a.5. Structures classes to maximize both spontaneous and planned use of the target language at all
levels of instruction.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.a.6. Assists students in developing a repertoire of strategies for understanding oral and written
input.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.a.7. Regularly negotiates meaning as an integral part of classroom interaction and teaches students
to integrate negotiation of meaning into their communication with others.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.a.8. Engages students in communicative and interesting activities and tasks on a regular basis
through meaningful classroom interaction.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.a.9. Facilitates instruction by developing engaging content that is personalized to the interests of
students and reflect curricular goals.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.a.10. Engages students in monitoring their own progress and errors, in providing feedback to peers,
and in asking for assistance from the teacher.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 25
( ) Indicator Demonstrated
( ) NA
3.a.11. Rewards students for taking risks in using the target language.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.b.1. Plans for instruction according to the physical, cognitive, emotional, and social developmental
needs of their K-12 students.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.b.2. In addition to describing specific foreign language program models (e.g., FLES, FLEX,
immersion), candidate can design and/or implement foreign language program models that lead to
different language outcomes.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.b.3. Consistently uses information about their students’ language levels, language backgrounds, and
learning styles to plan for and implement language instruction.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.b.4. Plans for and implements a variety of instructional models and strategies that accommodate
different ways of learning.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.b.5. Anticipates students’ special needs by planning for alternative classroom activities as necessary.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.b.6. Rewards their students for engaging in critical thinking and problem solving.
{Choose one}
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 26
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.b.7. Provides regular opportunities for students to work collaboratively in pairs and small-groups.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.b.8. Teaches students strategies for assuming roles, monitoring their progress in the task, and
evaluating their performance at the end of the task.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.b.9. Has an approach to planning and instruction that integrates the appropriate design and use of
both questioning strategies and task-based activities, based on instructional objectives and the nature
of language use that they want to elicit from students.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.a.1. In addition to describing the national and state foreign language standards, candidate uses those
standards as a rationale for the significance of language study.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.a.2. Uses national and state standards to design curriculum and unit/lesson plans.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.a.3. Articulates a rationale for using national and state standards as a basis for curriculum and
unit/lesson plans.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 27
4.b.1. The goal areas and standards of the Standards for Foreign Language Learning and/or SOLs are
the focus of all classroom activities.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.b.2. Uses the interpersonal-interpretive-presentational framework as the basis for planning and
implementing classroom communication.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.b.3. Uses the products-practices-perspective as the basis for planning and implementing cultural
instruction.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.b.4. Uses connections to target language communities as key component of planning and instruction.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.b.5. Participates in professional development activities to enhance knowledge and expertise with
standards, to develop linguistic and cultural competence, and to promote reflection on practice.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.b.6. Advocates for foreign language learning with students, colleagues, and members of the
community.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.c.1. Uses authentic materials to plan for and deliver a variety of classroom activities.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 28
( ) NA
4.c.2. Creatively uses a wealth of appealing resources, including authentic materials (visual, realia,
printed and oral materials, and other resources obtained through technology).
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.c.3. Bases selection of those materials on curricular goals and the standards, adapting them when
necessary to enhance instruction.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
5.a.1. Designs a system of formative and summative assessments that measure overall development of
proficiency in an ongoing manner and at culminating points in the total program.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
5.a.2. Designs assessment procedures that encourage students to interpret oral and printed texts of
their choice.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
5.a.3. Incorporates standards-based, reliable assessments of interpersonal, presentational, and
problem-solving tasks of interest to students and/or within other content areas.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
5.a.4. Uses models from professional organizations and professional literature to develop assessments.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
5.b.1. Helps students develop self-assessment skills to encourage independent interpretation and to
reflect upon their performance in both a global and analytical fashion.
{Choose one}
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 29
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
5.b.2. Uses assessment results to help students identify gaps in their knowledge and skills.
Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
5.c.1. Identifies ways of involving students in understanding testing procedures and scoring
mechanisms so that students gain confidence in self-assessment and in planning for personal growth.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
5.c.2. Communicates to audiences in the school and community how assessments reflect language
proficiency and cultural experiences.
Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Thank you for taking a moment to help us collect information about how well Longwood is preparing
language teachers. Please click "finish" below to submit your responses.
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 30
Teacher Work Sample Analytic Scoring Rubrics
(Assessment #5)
*NOTE: An average score of 2.5 across indicators aligned to any standard is considered Acceptable.
Contextual Factors
Rubric
TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set
learning goals, plan instruction and assess learning.
Rating 
Indicator 
1
Approaches Standard
2
Meets Standard
3
Exceeds Standard
1. Knowledge of
Community,
School and
Classroom Factors
Teacher displays minimal,
irrelevant, or biased
knowledge of the
characteristics of the
community, school, and
classroom.
Teacher displays some
knowledge of the
characteristics of the
community, school, and
classroom that may affect
learning.
Teacher displays a
comprehensive
understanding of the
characteristics of the
community, school, and
classroom that may affect
learning.
2. Knowledge of
Characteristics of
Students
Teacher displays minimal,
stereotypical, or irrelevant
knowledge of student
differences (e.g.
development, interests,
culture, abilities/disabilities).
Teacher displays general
knowledge of student
differences (e.g.,
development, interests,
culture, abilities/disabilities)
that may affect learning.
Teacher displays general
& specific understanding
of student differences
(e.g., development,
interests, culture,
abilities/disabilities) that
may affect learning.
3. Knowledge of
Students’ Varied
Approaches to
Learning
Teacher displays minimal,
stereotypical, or irrelevant
knowledge about the
different ways students learn
(e.g., learning styles, learning
modalities).
Teacher displays general
knowledge about the
different ways students learn
(e.g., learning styles, learning
modalities).
Teacher displays general
& specific understanding
of the different ways
students learn (e.g.,
learning styles, learning
modalities) that may affect
learning.
4. Knowledge of
Students’ Skills
And Prior
Learning
Teacher displays little or
irrelevant knowledge of
students’ skills and prior
learning.
Teacher displays general
knowledge of students’ skills
and prior learning that may
affect learning.
Teacher displays general
& specific understanding
of students’ skills and
prior learning that may
affect learning.
Teacher does not provide
implications for instruction
and assessment based on
student individual
differences and community,
school, and classroom
characteristics OR provides
inappropriate implications.
Teacher provides general
implications for instruction
and assessment based on
student individual
differences and community,
school, and classroom
characteristics.
Teacher provides specific
implications for
instruction and
assessment based on
student individual
differences and
community, school, and
classroom characteristics.
5. Implications for
Instructional
Planning and
Assessment
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 31
Score
Learning Goals
Rubric
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating 
Indicator 
1. Significance,
Challenge and
Variety
2. Clarity
3. Appropriateness
For Students
4. Alignment with
National, State or
Local Standards
ACTFL 4.a
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
Goals reflect only one type
or level of learning.
Goals reflect several types
or levels of learning but lack
significance or challenge.
Goals reflect several types
or levels of learning and
are significant and
challenging.
Goals are not stated clearly
and are activities rather than
learning outcomes.
Some of the goals are clearly
stated as learning outcomes.
Goals are not appropriate
for the development; prerequisite knowledge, skills,
experiences; or other
student needs.
Some goals are appropriate
for the development; prerequisite knowledge, skills,
experiences; and other
student needs
Most goals are appropriate
for the development; prerequisite knowledge, skills,
experiences; and other
student needs.
Goals are not aligned with
national, state or local
standards.
Some goals are aligned with
national, state or local
standards.
Most of the goals are
explicitly aligned with
national, state or local
standards.
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 32
Most of the goals are
clearly stated as learning
outcomes.
Score
Assessment Plan
Rubric
TWS Standard: The teacher uses multiple assessment modes and approaches aligned with learning goals to assess
student learning before, during and after instruction.
Rating 
Indicator 
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
1. Alignment with
Learning Goals
and Instruction
Content and methods of
assessment lack congruence
with learning goals or lack
cognitive complexity.
Some of the learning goals
are assessed through the
assessment plan, but many
are not congruent with
learning goals in content and
cognitive complexity.
Each of the learning goals is
assessed through the
assessment plan;
assessments are congruent
with the learning goals in
content and cognitive
complexity.
Assessment criteria have
been developed, but they are
not clear or are not explicitly
linked to the learning goals.
Assessment criteria are clear
and are explicitly linked to
the learning goals.
The assessment plan
includes only one
assessment mode and does
not assess students before,
during, and after instruction.
The assessment plan
includes multiple modes but
all are either pencil/paper
based (i.e. they are not
performance assessments)
and/or do not require the
integration of knowledge,
skills and reasoning ability.
The assessment plan
includes multiple assessment
modes (including
performance assessments,
lab reports, research
projects, etc.) and assesses
student performance
throughout the instructional
sequence.
Assessments are not valid;
scoring procedures are
absent or inaccurate; items
or prompts are poorly
written; directions and
procedures are confusing to
students.
Assessments appear to
have some validity. Some
scoring procedures are
explained; some items or
prompts are clearly written;
some directions and
procedures are clear to
students.
Assessments appear to be
valid; scoring procedures
are explained; most items
or prompts are clearly
written; directions and
procedures are clear to
students.
Teacher does not adapt
assessments to meet the
individual needs of students
or these assessments are
inappropriate.
Teacher makes adaptations
to assessments that are
appropriate to meet the
individual needs of some
students.
Teacher makes adaptations
to assessments that are
appropriate to meet the
individual needs of most
students.
ACTFL 4.c
2. Clarity of
Criteria and
Standards for
Performance
3. Multiple Modes
and Approaches
ACTFL 5.a
4. Technical
Soundness
5. Adaptations
Based on the
Individual Needs
of Students
ACTFL 3.b
The assessments contain no
clear criteria for measuring
student performance relative
to the learning goals.
Longwood SPA Assessment Plan – Undergraduate Modern Languages
Page 33
Score
Design for Instruction
Rubric
TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning
contexts.
Rating 
Indicator 
1
Indicator Not Met
1. Alignment with
Learning Goals
Few lessons are explicitly
linked to learning goals.
Few learning activities,
assignments and resources
are aligned with learning
goals. Not all learning
goals are covered in the
design.
Most lessons are explicitly
linked to learning goals.
Most learning activities,
assignments and resources
are aligned with learning
goals. Most learning goals
are covered in the design.
All lessons are explicitly
linked to learning goals.
All learning activities,
assignments and resources
are aligned with learning
goals. All learning goals
are covered in the design.
2. Accurate
Representation of
Content
Teacher’s use of content
appears to contain
numerous inaccuracies.
Content seems to be
viewed more as isolated
skills and facts rather than
as part of a larger
conceptual structure.
Teacher’s use of content
appears to be mostly
accurate. Shows some
awareness of the big ideas or
structure of the discipline.
Teacher’s use of content
appears to be accurate.
Focus of the content is
congruent with the big
ideas or structure of the
discipline.
3. Lesson and
Unit Structure
The lessons within the unit
are not logically organized
organization (e.g.,
sequenced).
The lessons within the unit
have some logical
organization and appear to
be somewhat useful in
moving students toward
achieving the learning goals.
All lessons within the unit
are logically organized and
appear to be useful in
moving students toward
achieving the learning
goals.
Little variety of instruction,
activities, assignments, and
resources. Heavy reliance
on textbook or single
resource (e.g., work sheets).
Some variety in instruction,
activities, assignments, or
resources but with limited
contribution to learning.
Significant variety across
instruction, activities,
assignments, and/or
resources. This variety
makes a clear contribution
to learning.
ACTFL 4b
4. Use of a Variety
of Instruction,
Activities,
Assignments and
Resources
5. Use of
Contextual
Information and
Data to Select
Appropriate and
Relevant
Activities,
Assignments, and
Resources
ACTFL 5.b
6. Use of
Technology
Instruction has not been
designed with reference to
contextual factors and preassessment data. Activities
and assignments do not
appear productive and
appropriate for each
student.
Technology is
inappropriately used OR
teacher does not use
technology, and no (or
inappropriate) rationale is
provided.
Longwood SPA Assessment Plan – Undergraduate Modern Languages
2
Indicator Partially Met
Some instruction has been
designed with reference to
contextual factors and preassessment data. Some
activities and assignments
appear productive and
appropriate for each
student.
Teacher uses technology but
it does not make a
significant contribution to
teaching and learning OR
teacher provides limited
rationale for not using
technology.
Page 34
3
Indicator Met
Most instruction has been
designed with reference to
contextual factors and
pre-assessment data.
Most activities and
assignments appear
productive and
appropriate for each
student.
Teacher integrates
appropriate technology
that makes a significant
contribution to teaching
and learning OR provides
a strong rationale for not
using technology.
Score
Instructional Decision-Making
Rubric
TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.
Rating 
Indicator 
1. Sound
Professional
Practice
1
Indicator Not Met
Many instructional decisions
are inappropriate and not
pedagogically sound.
2
Indicator Partially Met
Instructional decisions are
mostly appropriate, but
some decisions are not
pedagogically sound.
Most instructional
decisions are pedagogically
sound (i.e., they are likely
to lead to student learning).
Appropriate modifications
of the instructional plan
are made to address
individual student needs.
These modifications are
informed by the analysis of
student
learning/performance, best
practice, or contextual
factors. Include
explanation of why the
modifications would
improve student progress.
Modifications in
instruction are congruent
with learning goals.
2. Modifications
Based on Analysis
of Student
Learning
Teacher treats class as “one
plan fits all” with no
modifications.
Some modifications of the
instructional plan are made
to address individual student
needs, but these are not
based on the analysis of
student learning, best
practice, or contextual
factors.
3. Congruence
Between
Modifications and
Learning Goals
Modifications in instruction
lack congruence with
learning goals.
Modifications in instruction
are somewhat congruent
with learning goals.
ACTFL 5b, 5.b
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3
Indicator Met
Page 35
Score
Analysis of Student Learning
Rubric
TWS Standard: The teacher uses assessment data to profile student learning and communicate information about
student progress and achievement.
Rating 
Indicator 
1. Clarity and
Accuracy of
Presentation
2. Alignment with
Learning Goals
3. Interpretation
of Data
ACTFL 5.c
4. Evidence of
Impact on Student
Learning
1
Indicator Not Met
2
Indicator Partially Met
Presentation is not clear and
accurate; it does not
accurately reflect the data.
Presentation is
understandable and contains
few errors.
Presentation is easy to
understand and contains no
errors of representation.
Analysis of student learning
is partially aligned with
learning goals and/or fails to
provide a comprehensive
profile of student learning
relative to the goals for the
whole class, subgroups, and
two individuals.
Analysis is fully aligned with
learning goals and provides
a comprehensive profile of
student learning for the
whole class, subgroups, and
two individuals.
Interpretation is inaccurate,
and conclusions are missing
or unsupported by data.
Interpretation is technically
accurate, but conclusions are
missing or not fully
supported by data.
Interpretation is meaningful,
and appropriate conclusions
are drawn from the data.
Analysis of student learning
fails to include evidence of
impact on student learning
in terms of numbers of
students who achieved and
made progress toward
learning goals.
Analysis of student learning
includes incomplete
evidence of the impact on
student learning in terms of
numbers of students who
achieved and made progress
toward learning goals.
Analysis of student learning
includes evidence of the
impact on student learning
in terms of number of
students who achieved and
made progress toward each
learning goal.
Analysis of student learning
is not aligned with learning
goals.
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3
Indicator Met
Score
Reflection and Self-Evaluation
Rubric
TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to
improve teaching practice.
Rating 
Indicator 
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
1. Interpretation of
Student Learning
No evidence or reasons
provided to support
conclusions drawn in
“Analysis of Student
Learning” section.
Provides evidence but no
(or simplistic, superficial)
reasons or hypotheses to
support conclusions drawn
in “Analysis of Student
Learning” section.
Uses evidence to support
conclusions drawn in
“Analysis of Student
Learning” section. Explores
multiple hypotheses for why
some students did not meet
learning goals.
2. Insights on
Effective
Instruction and
Assessment
Provides no rationale for
why some activities or
assessments were more
successful than others.
Identifies successful and
unsuccessful activities or
assessments and
superficially explores
reasons for their success or
lack thereof (no use of
theory or research).
Identifies successful and
unsuccessful activities and
assessments and provides
plausible reasons (based on
theory or research) for their
success or lack thereof.
3. Alignment
Among Goals,
Instruction and
Assessment
Does not connect learning
goals, instruction, and
assessment results in the
discussion of student
learning and effective
instruction and/or the
connections are irrelevant or
inaccurate.
Connects learning goals,
instruction, and assessment
results in the discussion of
student learning and
effective instruction, but
misunderstandings or
conceptual gaps are present.
Logically connects learning
goals, instruction, and
assessment results in the
discussion of student
learning and effective
instruction.
4. Implications for
Future Teaching
Provides no ideas or
inappropriate ideas for
redesigning learning goals,
instruction, and assessment.
Provides ideas for
redesigning learning goals,
instruction, and assessment
but offers no rationale for
why these changes would
improve student learning.
Provides ideas for
redesigning learning goals,
instruction, and assessment
and explains why these
modifications would
improve student learning.
5. Implications for
Professional
Development
Provides no professional
learning goals or goals that
are not related to the
insights and experiences
described in this section.
Presents professional
learning goals that are not
strongly related to the
insights and experiences
described in this section
and/or provides a vague
plan for meeting the goals.
Presents a small number of
professional learning goals
that clearly emerge from the
insights and experiences
described in this section.
Describes specific steps to
meet these goals.
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Score
Assessment # 6 OPI
Longwood SPA Assessment Plan – Undergraduate Modern Languages
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Assessment # 7 - Portfolio
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