Tools for Teaching What Matters
For:
West De Pere Spanish Department
July 22-26, 2013
PRESENTED BY:
Workshops for World Language Instruction
Karen Luond Fowdy and Lisa Hendrickson
http://fowdyhendrickson.wikispaces.com/
Facebook : Workshops for World Language Instruction
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Lisa Hendrickson and Karen Luond Fowdy, Workshops for World Language Instruction
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Resources:
Standards Based Curriculum Design and Assessment:
Standards for Foreign Language Learning: Executive Summary (PDF). http://www.actfl.org
ACTFL Performance Descriptors for Language Learners, 2012 Edition. http://www.actfl.org
ACTFL Language Proficiency Assessments/Language Performance Assessments.
http://www.languagetesting.com/aappl, LTI, The ACTFL Testing Office (800 486-8444)
Alignment of the National Standards for Learning Languages with the Common Core Standards.
http://www.actfl.org/files/Aligning_CCSS_Language_Standards_v6.pdf
Planning Curriculum for Learning World Languages, Wisconsin Department of Public Instruction,
2002. http://dpi.wi.gov/pubsales/index.html
Phillips, June K. and Abbot, Marty, (2011). A Decade of Foreign Language Standards, Impact,
Influence, and Future Directions, http://www.actfl.org (Publications)
CARLA (Center for Advanced Research on Language Acquisition, University of Minnesota)
http://www.carla.umn.edu/assessment/vac/CreateUnit/p_2.html
Cutshall, S., More Than a Decade of Standards: A Look at How Far We’ve Come. (January 2012)
The Language Educator, Volume 8 (http://www.actfl.org Accessible on-line if you are an
ACTFL member)
Cutshall, S., The Language Educator, Focus on each of the “C’s”. February, April, August, October,
December 2012, January 2013 issues- (http://www.actfl.org)
Crouse, Douglass, “Making the Connection: 21ST Century Skills and Languages,” Language
Educator, Volume 8, April 2013 (http://www.actfl.org)
Crouse, Douglass, “Going for 90%plus: How to Stay in the Target Language,” Language Educator,
Volume 7, October 2012 (http://www.actfl.org)
Duncan, Greg., Resources that can facilitate the teaching and learning of world languages. See
“Lesson Planning”. http://resourcesfromgreg.wikispaces.com/Welcome
Fairfax County Public Schools. K-12 World Languages. *Assessments* (Rubrics for evaluating
performance assessments in the three modes of the communication standard)
http://www.fcps.edu/is/worldlanguages/index.shtml
Glastonbury Schools Foreign Language. Curriculum information and essential questions.
https://www.glastonburyus.org/curriculum/foreignlanguage/Pages/default.aspx/
Integrated Performance Assessments
http://depts.washington.edu/mellwa/Events/20081105/sandrock_ipa_handout.pdf
Kentucky Department of Education: World Language Standards. Walk Through Tools for
Administrators: Positive and negative indicators for effective World Language Instruction:
http://education.ky.gov/curriculum/wlang/Pages/Walk-Through-Tools-for-Administrators.aspx
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Moeller, Aleidine J. and Roberts, Amy. “Keeping it in the Target Langauge,”2013 Report of the
Central States Conference on the Teaching of Foreign Languages, 2013.
http://www.csctfl.org/documents/2013Report/Chapter%202.pdf
New Jersey World Language Curriculum Framework
http://www.state.nj.us/education/frameworks/worldlanguages/
Sandrock, Paul. The Keys to Assessing Language Performance. ACTFL. 2010 http://www.actfl.org
Shrum, Judith L. and Glisan, Eileen W. Teacher’s Handbook Contextualized Language Instruction.
Thomson / Heinle. Boston, MA 2005
TELL Project: www.tellproject.com The Teacher Effectiveness for Language Learning (TELL) is a
collection of products and processes that can be used to enhance the effectiveness of world
language teachers.
Backward Design:
Wiggins, Grant and McTighe, Jay. Understanding by Design. Prentice-Hall, Inc. Upper Saddle
River, New Jersey. 2001
Wiggins, Grant and McTighe, Jay ,Essential Questions-Opening doors to Student Understanding,
ASCD, Alexandria Virginia. 2013
Wiggins, Grant. “What is an essential question?” Big Ideas-Authentic Education On-line journal.
http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53
“Essential Questioning (Useful secondary resource on Essential Questions)
http://educationaljargonschs.wikispaces.com/Essential+Questioning
Assessment:
AAPPL (ACTFL Assessment of Performance toward Proficiency in Languages)
http://aappl.actfl.org/
LinguaFolio Online for middle, secondary and postsecondary learners
http://casls.uoregon.edu/pages/tools/linguafolio.php
LinguaFolio Junior http://lfonetwork.uoregon.edu/linguafolio-jr/
Linguafolio Wisconsin (download paper copy of Linguafolio and Linguafolio K-8) www.WAFLT.org
NCSSFL's LinguaFolio page http://www.ncssfl.org/LinguaFolio/index.php?linguafolio_index
NOELLA (National Online Early Language Learning Assessment)
http://casls.uoregon.edu/pages/tools/noella.php
STAMP Test (Standards-Based Measurement of Proficiency)
http://casls.uoregon.edu/pages/tools/stamp.php
http://www.avantassessment.com/stamp
Ziegler, N. and Moeller, A. “Increasing Self-regulated Learning through the Linguafolio,” Foreign
Language Annals, October 2012
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TOOLS FOR DEVELOPING THEMES
Advanced Placement Themes
A theme describes a UNIT of instruction that
is . . .
 global in nature
 large enough to include more
than one “C”
 can be re-introduced and
expanded at different levels of
instruction
 A theme is NOT limited to . . .
 an activity
 a grammar point
 a vocabulary list
 a technology tool
 worth doing (Check: enduring
understandings and essential
questions)
ENDURING UNDERSTANDINGS
 Involve the Big Ideas that give meaning and importance to facts.
 Can transfer to other topics, fields, and adult life.
ESSENTIAL QUESTIONS
 Provocative questions foster inquiry, understanding, and transfer of learning.
 Drive the unit design
Understanding by Design, Grant Wiggins and Jay McTighe
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ENDURING UNDERSTANDINGS
 Involve the Big Ideas that give meaning and importance
to facts.
 Can transfer to other topics, fields, and adult life.
ESSENTIAL QUESTIONS
 Provocative questions foster inquiry, understanding, and
transfer of learning.
 Drive the unit design.
A good essential question
1. Is open-ended; that is, it typically will not have a single, final, and correct
answer.
2. Is thought –provoking and intellectually engaging, often sparking
discussion and debate.
3. Calls for higher-order thinking, such as analysis, inference, evaluation,
prediction. It cannot be effectively answered by recall alone.
4. Points toward important, transferable ideas within (and sometimes
across) disciplines.
5. Raises additional questions and sparks further inquiry.
6. Requires support and justification, not just an answer.
7. Recurs over time; that is, the question can and should be re visited again
and again.
Wiggins, Grant and McTighe, Jay ,Essential Questions-Opening doors to Student Understanding,
ASCD, Alexandria Virginia. 2013 , page 3
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AP® Spanish Language and Culture Curriculum Framework 2013-2014
Course Themes
Designing the AP Spanish Language and Culture course around themes creates an
interesting, meaningful context in which to explore a variety of language concepts. Themes
help teachers integrate language, content, and culture into an interrelated series of lessons
and activities that promote the use of the language in a variety of contexts. A theme may be
used to plan a brief unit of study, a comprehensive unit spanning a greater period of time, or
to connect with courses in other disciplines.
The AP Spanish Language and Culture course is structured around six themes:
 Global Challenges
 Beauty and Aesthetics
 Families and Communities
 Science and Technology
 Contemporary Life
 Personal and Public Identities
Recommended Contexts and Essential Questions
Each theme includes a number of recommended contexts for exploration. Teachers are
encouraged to engage students in the various themes
by considering historical,
contemporary, and future perspectives as appropriate. Teachers should assume complete
flexibility in resource selection and instructional exploration of the six themes. The
recommended contexts are not intended as prescriptive or required, but rather they serve as
suggestions for addressing the themes.
One way to design instruction with the themes is to identify overarching essential questions
to motivate learners and to guide classroom investigations, learning activities, and
performance assessments. Essential questions are designed to spark curiosity and engage
students in real-life, problem-solving tasks. They allow students to investigate and express
different views on real world issues, make connections to other disciplines, and compare
aspects of the target culture(s) to their own. Essential questions also lend themselves well to
interdisciplinary inquiry, asking students to apply skills and perspectives across content
areas while working with content from language, literature, and cultures of the Spanishspeaking world.
Integrating Themes, Recommended Contexts, and Essential Questions
AP Spanish Language and Culture teachers are encouraged to consider the
interconnectedness of the themes. A unit on environmental issues (Global Challenges)
might, for example, touch upon recommended contexts from more than one theme. Students
might study inventions as catalysts of change (Science and Technology), influences from
religious beliefs or social values (Personal and Public Identities), or the aesthetics of ecofriendly architecture (Beauty and Aesthetics).
The recommended contexts for exploring a theme can be varied depending on available
authentic materials, teacher-developed resources, and commercially produced materials, as
well as teacher creativity and student interest. The design of the course should include
essential questions that will capture students’ interest, engaging authentic materials, and
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learning activities that help students consider themes across time and across cultures.
It should be noted that literature is not merely a recommended context
for one of the
course themes (Beauty and Aesthetics) but should serve as a powerful vehicle for delivering
content to address all of the themes. Literary works may be incorporated throughout the AP
Spanish Language and Culture course in relation to a variety of themes, such as the
environment (Global Challenges), rites of passage (Contemporary Life), or issues of cultural
assimilation (Personal and Public Identities).
Themes, Recommended Contexts, and Overarching Essential Questions
Theme: Global Challenges / Los desafíos mundiales
Recommended Contexts:
Economic Issues / Los temas económicos
Environmental Issues / Los temas del medio ambiente
Philosophical Thought and Religion / El pensamiento filosófico y la religión
Population and Demographics / La población y la demografía
Social Welfare / El bienestar social
Social Conscience / La conciencia social
Overarching Essential Questions:
 What environmental, political, and social issues pose challenges to societies throughout
the world? / ¿Cuáles son los desafíos sociales, políticos y del medio ambiente que
enfrentan las sociedades del mundo?
 What are the origins of those issues? / ¿Cuáles son los orígenes de esos desafíos?
 What are possible solutions to those challenges? / ¿Cuáles son algunas posibles
soluciones a esos desafíos?
Theme: Science and Technology / La ciencia y la tecnología
Recommended Contexts:
 Access to Technology / El acceso a la tecnología
 Effects of Technology on Self and Society / Los efectos de la tecnología en el individuo y
en la sociedad
 Health Care and Medicine / El cuidado de la salud y la medicina
 Innovations / Las innovaciones tecnológicas
 Natural Phenomena / Los fenómenos naturales
 Science and Ethics / La ciencia y la ética
Overarching Essential Questions:
How do developments in science and technology affect our lives? / ¿Qué impacto tiene el
desarrollo científico y tecnológico en nuestras vidas?
What factors have driven innovation and discovery in the fields of science and technology? /
¿Qué factores han impulsado el desarrollo y la inovación en la ciencia y la
tecnología?
What role do ethics play in scientific advancement? / ¿Qué papel cumple la ética en los
avances científicos? 7
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Theme: Contemporary Life / La vida contemporánea
Recommended Contexts:
 Education and Careers / La educación y las carreras profesionales
 Entertainment / El entretenimiento y la diversión
 Travel and Leisure / Los viajes y el ocio
 Lifestyles / Los estilos de vida
 Relationships / Las relaciones personales
 Social Customs and Values / Las tradiciones y los valores sociales
 Volunteerism / El trabajo voluntario Overarching Essential Questions:
 How do societies and individuals define quality of life? / ¿Cómo definen los individuos y las
sociedades su propia calidad de vida?
 How do cultural products, practices, and perspectives influence contemporary life? /
¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la gente
en la vida contemporánea?
 What are the challenges of contemporary life? / ¿Cuáles son los desafíos de la vida
contemporánea?
Theme: Personal and Public Identities / Las identidades personales y públicas
Recommended Contexts:
 Alienation and Assimilation / La enajenación y la asimilación
 Heroes and Historical Figures / Los héroes y los personajes históricos
 National and Ethnic Identities / La identidad nacional y la identidad étnica
 Personal Beliefs / Las creencias personales
Personal Interests / Los intereses personales
Self-Image / La autoestima Overarching Essential Questions:
 How are aspects of identity expressed in various situations? / ¿Cómo se expresan los
distintos aspectos de la identidad en diversas situaciones?
 How do language and culture influence identity? / ¿Cómo influyen la lengua y la cultura en
la identidad de una persona?
 How does one’s identity develop over time? / ¿Cómo se desarrolla la identidad de una
persona a lo largo del tiempo?
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Theme: Families and Communities / Las familias y las comunidades
Recommended Contexts:
 Customs and Values / Las tradiciones y los valores
 Education Communities / Las comunidades educativas
 Family Structure / La estructura de la familia
 Global Citizenship / La ciudadanía global
 Human Geography / La geografía humana
 Social Networking / Las redes sociales
Overarching Essential Questions:
 What constitutes a family in different societies? / ¿Cómo se define la familia en distintas
sociedades?
 How do individuals contribute to the well-being of communities? / ¿Cómo contribuyen los
individuos al bienestar de las comunidades?
How do the roles that families and communities assume differ in societies around the world?
/ ¿Cuáles son las diferencias en los papeles que asumen las comunidades y las familias en
las diferentes sociedades del mundo?
http://apcentral.collegeboard.com/apc/Controller.jpf
“AP courses and exams”
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Communication: Interpretive
S
tudents in Wisconsin will understand and interpret a language other than their own in its written and spoken form on a variety
of topics.
Rationale: Students must develop strong listening and reading skills to interpret the concepts, ideas, and opinions expressed by
members of other cultures through their media and their literatures.
This standard focuses on increasing the level of
understanding as students listen to, read, or view materials in their new language.
Interpretive:
Understanding spoken and written language. As students advance in their language learning, they move from
understanding the gist to picking up details, using context clues rather than just translating. Students learn to predict, guess,
and use structures to aid meaning. Students need to interpret a wide variety of materials: brochures, magazine articles, Web
sites, instructions, advertisements, and literature -- all with a specific purpose in mind. The interpretive mode also includes
listening and viewing. Students learn to understand spoken language, including radio and TV broadcasts, movies, speeches,
and plays.
Communication: Presentational
S
tudents in Wisconsin will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
in a language other than their own.
Rationale: Students must develop strong speaking and writing skills, in order to communicate their thoughts, concepts, and
opinions effectively to members of other cultures. This standard focuses on presenting information in a way that is appropriate
for the audience.
Presentational: A polished, practiced, and rehearsed presentation for an audience of listeners, readers, or viewers. With this mode,
students become increasingly aware of the audience and how to communicate in a culturally appropriate way, including use of
more formal, more stylized language as appropriate.
Communication: Interpersonal
S
tudents in Wisconsin will engage in conversations, provide and obtain information, express feelings and emotions, and
exchange opinions in a language other than their own.
Rationale: Students must know how to use the language effectively in order to exchange ideas and information with other people in
a culturally appropriate manner. This standard focuses on the goal of learning to engage in conversations.
Interpersonal: Communicating successfully with another person or persons in an unrehearsed situation. This mode is characterized
by spontaneous conversation where participants must actively negotiate meaning. Rehearsal or memorized dialogues represent
a practice or training phase for interpersonal communication, but not the end in itself. They help students get comfortable with
situations requiring spontaneous, unrehearsed communication. The interpersonal mode may employ speaking and listening
(face-to-face or over the phone) or may employ reading and writing (E-mail exchanges, written telephone messages).
From: Planning Curriculum for Learning World Languages, Wisconsin Department of Public Instruction, July 2002Characteristics
Interpersonal, Interpretive, and Presentational Communication:
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of
Implications for Assessment
Characteristics
Interpersonal
Interpretive
Presentational
-Message is most important
-Spontaneous
-Staying on topic
-Follow through on ideas
-Attentive to partner
-Negotiation of meaning
(two-way communication)
-Begin with the gist
-Move to deeper levels of
details
-Use context clues
-Predict, guess, use structures
to aid meaning
-Authentic materials
--Delivery of the message is
most important
-Awareness of audience
Maintain audience’s attention
-Non-negotiated (One-way
communication)
-Rehearsed, practiced
-Edited, polished
Sample Assessments (spiraled through different levels)
Novice (low/mid)
Novice (high)
-Intermediate (low)
Interpersonal
Interpretive
Presentational
-Meet a friend at a café and
talk about what you did today
-Talk to a friend about a
prepared illustration (family
photograph, postcard from a
trip)
-Identify what you and your
partner have in common on a
given topic (school, relatives)
-Tell the main idea or purpose
of a news article
-Identify from a list of key
ideas those actually found in a
short story
-Role play a scene such as
ordering in a restaurant, going
to the post office, or buying
clothes
-Write a letter of introduction
-Make a list of the key ideas,
and highlight where they are
found in a reading
-Give details that support the
main idea of a short story
-Use context clues to predict
the meaning of words or
phrases in a reading
-From a list of statements,
identify logical and illogical
inferences, explaining the
choice made
-Explain the author’s,
speaker’s, director’s)
perspective on the subject
matter, drawing on what is
known about the target culture
-Retell a story or personal
anecdote
-Present a public service
announcement
Intermediate (mid)
-Come to an agreement on a
topic that has various points of
view
Intermediate (high)
-Convince your partner or
small group to adopt your
stand on an issue
-Give a short speech about
living in another culture
-Stage an authentic piece of
literature or drama
-Write an essay comparing
and contrasting U.S. cultures
and the target culture,
analyzing how the similarities
and differences impact each
country’s view of the world
Adapted from:
Planning Curriculum for Learning World Languages, Wisconsin Department of Public Instruction, July 2002, p. 35
Purpose for INTERPERSONAL COMMUNICATION
Representative Language Functions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Providing specific information
Expressing feelings and emotions
Asking / answering questions
Verifying understanding / Asking for
clarification
Interrupting
Negotiating survival situations (e.g., making
arrangements, requesting help, buying /
ordering
Making requests
Complaining
Paraphrasing / circumlocuting
Creating with language
Describing / narrating in present, past &
future times
12. Negotiating situations with a complication
(e.g., dealing with a problem on a bill)
13. Making comparisons
14. Supporting opinions / Persuading
15. Giving advice / offering suggestions
16. Dealing with unfamiliar situations (e.g., as a
new exchange student or with new host
family)
17. Hypothesizing
From: Paul Sandrock / WAFLT Summer Institute
2012
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Sorting Performance Assessments in the Three Modes of Communication
Answer Key
Interpretive
Listen to a song on YouTube
and summarize what this song
is about.
Read an e-mail from your epal about what she or he did
on the weekend. Create a
Venn-diagram comparing your
weekend activities to your epal’s weekend activities.
Read biographies of famous
Turkish-Germans on the
internet and fill in biographical
outlines about the individuals.
Read the written directions to
a restaurant from the hotel
where you are staying. Trace
the route on your city map.
Watch a televised news
program in the target
language and list the topics
that were discussed.
Interpersonal
Discuss what you did during
the last week that was either
helpful to or harmful to the
environment. Include in your
discussion how similar
situations would be handled in
Germany.
Using questions adapted from
career preference surveys,
interview each other about
what is important in choosing
your career (e.g.
opportunities, interests, skills,
education, preparations,
talents.)
Using a page from a weekly
entertainment guide from a
city in the target culture,
decide what activities you and
other members of your group
would like to do together.
Create a picture book of your
friends, family, and
community. Share the picture
book with your partner school
on a secure webpage. Invite
comments and answer
questions about the pictures.
Get to know a person who has
recently immigrated to this
country. (Ask and answer
questions)
Imagine that you have to
move to another country. Talk
to a partner about what you
want to take with you, what
you can take with you, and
what you cannot take with
you. Find similarities and
differences.
Presentational
Research a period of Spanish
history and explain it to the
class using visuals.
Create a picture book of your
friends, family, and community
to share with your host family.
Write captions that provide
interesting details about the
people, places, or events
shown in the pictures.
Write and perform a skit about
meeting your host family.
Demonstrate an awareness of
culturally appropriate
language and customs.
Imagine that you have to
move to another country. Tell
the class what you want to
take with you, what you can
take with you, and what you
cannot take with you.
Write and illustrate a 4-6
frame story that is either a
new version or a sequel to the
story you have learned (read)
. . . studied in class.
Illustrate a healthy or
unhealthy meal on a paper
plate. Present your
illustrations to the class,
naming the foods and saying
why the meal is healthy or
unhealthy.
Work with a small group to
create a newsletter for your
partner school about the
activities during Homecoming
week at your school.
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Moving from . . .
Building toward
Classroom Activities – Building Repertoire
Teacher
Controlled
RECEPTION
Practiced,
Memorized
Teacher introduces
Teacher introduces unit
vocabulary, teaching for
RECEPTION
LESSON PLAN
CONSTRUCT
-Teacher models
vocabulary in context of
unit performance task(s)-Students see/hear model
of performance task (e.g.
conversation by native
speakers)
-Teacher models
performance task: Teacher
initiated and guided class
discussion that parallels
interpersonal performance
task
Teacher/class practice
Teacher practices
vocabulary with classstudents practice using
individual packets of
flashcards, TPR, etc.
In classStudents practice
vocabulary in context of
unit performance task(s)
Teacher refers to
modeled performance task
and how it is reflected in
the rubric.
Homework: Elements of
performance task in written
homework (e.g. gap filling,
providing answers or
questions within context of
conversation, etc.)
Students practice
In class: Students
practice vocabulary in
partners (working toward
production).
Homework: Vocabulary
practice
HomeworkStudents practice
vocabulary in context of
unit performance task(s)
Students practice
performance task with
partners, providing
opportunity for teacher
input.
Spontaneous,
Independent
Open-Ended
RECEPTION &
PRODUCTION
Students demonstrate
Students demonstrate
ability to identify
vocabulary by picture and
by context description –
PRODUCTION
Vocabulary Quiz
Apply homework to
student led class activity(e.g. partner/group work or
game)
Peer coached practice
Students practice
performance task in small
groups with a student
“coach” who gives
feedback based on rubric
Interpersonal
Performance Task
REAL-LIFE
APPLICATION
Paul Sandrock, WI Department of Public Instruction, 2003, Adapted 5/07 by Karen Fowdy and Lisa HendricksonAdapted 8/07 by Jody Schneider
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Moving from . . .
Building toward
Classroom Activities – Building Repertoire
Teacher
Controlled
RECEPTION
Teacher introduces
Teacher/class practice
Students practice
Practiced,
Memorized
LESSON PLAN
CONSTRUCT
Spontaneous,
Independent
REAL-LIFE APPLICATION
15 Lisa Hendrickson and Karen Luond Fowdy, Workshops for World Language Instruction 15
Open-Ended
RECEPTION &
PRODUCTION
Students demonstrate
TARGET LANGUAGE
How can the students stay in the TL?
 Teacher sets expectations for TL
use
 Key phrases
 Awareness of language use /
Avoid flipping between TL and
English
 Rewards and celebrations for TL
use
 Focus on communication
 Seating arrangements / pair and
group work
 Negotiate meaning with
classmates and teacher
 Clear understanding of goal of
lesson / activity
 Appropriate error correction
 Low affective filter
How can the teacher stay in the TL?
 Comprehensible input directed
towards communicative goals
 Comprehension checks
 AVOID translation!!!
 Planning
 Negotiate meaning with students
 Lesson plan on board
 Awareness of language use /
 Provide visual support (written text
and images)
 Gestures and body language
Avoid flipping between TL and
English
 Leveled questions / tasks
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TARGET LANGUAGE
How do we create an environment that encourages TL use?
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Steps for designing a Rubric
1. Determine what aspects of the performance you want to assess
2. Determine “how well”—Set realistic expectations according to
Performance Guidelines
3. Describe performance that MEETS expectations
4. Describe performances that EXCEED and DO NOT MEET
expectations
5. Pilot with students and revise based on student work and feedback
6. Determine how to communicate the results
------------------------------------------------------------------------------
1. Determine what aspects of the performance you want to assess
Interpretive

Level of detail
Presentational

understood


Interpersonal
Accuracy of vocabulary

Negotiation of meaning
and structure

Use of comprehension
Able to provide

Organization and flow
summary

Impact on the audience

Asking for clarification
Able to use context

Use of clear and

Ability to sustain a
clues to help
supportive examples
strategies
conversation
comprehension
from The Keys to Assessing Language Performance, Paul Sandrock, ACTFL, 2010
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ELEMENTS OF AN EFFECTIVE RUBRIC
 Clearly describes what makes a “quality”
performance. (Describes global performance.
Is not limited to a simple checklist.)
 Is shared with the students before they do a
performance assessment and helps guide
their preparation.
 May be designed with input from the students.
 Sets different criteria for assessment based on the mode of
communication. For example: accuracy standards are much
higher for a presentational assessment than they are for an
interpersonal assessment.
 Gives proper weight to the different elements of a performance.
 Is based on realistic expectations from the ACTFL Proficiency
Guidelines.
 Describes a performance that: “meets”, “exceeds” or “does not
meet expectations.”
 Highlights the student’s strengths and weaknesses.
 Shows the student how he/she can improve.

May need to be translated into a “percentage” score.

Is subject to on-going review and revision.
19 Lisa Hendrickson and Karen Luond Fowdy, Workshops for World Language Instruction 19
Check the Unit—Reflection
1)
Is there a sense of connectedness among the three modes?
--Does one mode lead logically to the next?
--Are all three modes necessary in order to complete the picture?
--Is the picture complete when the three modes are completed?
2)
Are the communication standards targeted in the performance
appropriate for the task?
--Are the most important standards identified?
--Are the standards that were selected really critical to the performance?
--Is the activity a real example of the performance standard?
3)
Are students engaged in learning while they are doing the
assessment?
--Does the assessment blend with the instruction rather than stand out as
a separate, unrelated item?
--Will students receive meaningful feedback in order to improve their
performance?
4)
Are the expected performances set at the appropriate level? (See the
ACTFL Proficiency Guidelines)
--Not too easy (just cosmetic).
--Not too hard (input + 1, students are challenged to use language slightly
above their current level. See Chapter 6)
--Do students have the opportunity to show that their language proficiency
is increasing?
5)
Is the unit worth doing?
--Does the unit address the standards beyond the C of Communication in
a significant way?
--Is the task meaningful to the students?
--Do the Essential Question(s) foster inquiry and transfer of learning?
(COMMON CORE STANDARDS)
Adapted from:
Planning Curriculum for Learning World Languages, Wisconsin Department of Public Instruction, July 2002, pp. 57-58.
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Wisconsin's Model Academic Standards for World Languages
Communication: interpersonal
Students in Wisconsin will engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions in a language other than their own.
Communication: interpretive
Students in Wisconsin will understand and interpret a language other than their own in its written and spoken
form on a variety of topics.
Communication: presentational
Students in Wisconsin will present information, concepts, and ideas to an audience of listeners or readers on a
variety of topics in a language other than their own.
Culture: practices
Students in Wisconsin will demonstrate an understanding of the relationship between the practices and
perspectives of the cultures studied.
Culture: products
Students in Wisconsin will demonstrate an understanding of the relationship between the products and
perspectives of the cultures studied.
Connections: across disciplines
Students in Wisconsin will reinforce and further their knowledge of other disciplines through a language other
than English.
Connections: added perspective
Students in Wisconsin will acquire information and recognize the distinctive viewpoints that are available only
through a language and its cultures.
Comparisons: language
Students in Wisconsin will demonstrate understanding of the nature of language through comparisons of the
language studied and their own.
Comparisons: culture
Students in Wisconsin will demonstrate understanding of the concept of culture through comparisons of the
cultures studied and their own.
Communities: practical applications
Students in Wisconsin will use the language both within and beyond the school setting.
Communities: personal enrichment
Students in Wisconsin will show evidence of becoming life-long learners by using the language for personal
enjoyment and enrichment
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