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Using the modes in
assessment
To maximize learning, the three modes of communication must be
considered as three parts of a single goal: communication. Keep
the visual images of the NAEP
and the Wisconsin
model in mind. It is possible to consider the modes separately,
but their strength is in their interrelatedness. Keep in mind also,
that assessing the interpretive, interpersonal and presentational
modes of with a performance assessment, in which the three modes
are interrelated, occurs over several days, and that the building
blocks of related grammar and vocabulary will have been tested as
they were learned with quizzes, dictation, fill in the blank, matching,
and other appropriate assessments.
Consider some projects that are often part of a foreign language
classroom. For example, students often prepare a travel brochure
or poster about a city or country where the target language is spoken.
Think of the project with the three modes of communication in mind.
The brochure or poster is the Presentational mode.
To adhere to the characteristics of the presentational mode, the
student needs to submit draft documents for feedback. The goal is
a polished brochure or poster that can be displayed or shared with
others because it has gone through revisions until it is “ready
to publish”. The feedback students receive is part of what
ACTFL refers to as “A Cyclical Approach” (ACTFL,
2003). It increases learning and links the presentational task
to the modes of communication.
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Performance Assessment Units:
A Cyclical Approach
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I. Interpretive Communication
Students listen to or read an authentic
text (e.g., newspaper article, radio broadcast,
etc.) and answer information as well as interpretive
questions to assess comprehension. (T) provides
ss with feedback on performance. |
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III. Presentational Communication
Students engage in presentational communication
by sharing their research/ideas/opinions. Sample
presentational formats: speeches, drama, skits,
radio broadcasts, posters, brochures, essays,
websites, etc. |
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II. Interpersonal Communication
After receiving feedback regarding the
Interpretive Phase, ss engaged in interpersonal
oral communication about a particular topic which
relates to the interpretive text. This phase should
be either audio- or videotaped. |
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The unit is not finished with the completion of the poster. What
can the students do to meet the criteria of the Interpretive
mode? They could read a travel brochure in the target language
and check off statements on a worksheet that are true about the
place described in the brochure.
In the Interpersonal mode, the brochures or posters
produced by the students could be the basis for a discussion about
what places the students would like to visit and why. Students could
sit in pairs to discuss. The teacher can monitor the discussion
while students could be asked to complete a peer assessment sheet
after time is up.
By looking at a project through the three modes of communication,
the opportunities for students to use the language related to the
theme multiply. Because the three tasks are interrelated, the learning
links in the brain are strengthened. And all three modes of communication
are valued in the assessment.
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