The following example explains how the
NAEP
graphic is represented in a performance assessment unit (ACTFL
calls this an Integrated Performance Assessment):
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Level: Beginner German (middle/high school) |
Interpretive Task:
Visit the website for the Hans
und Sophie Scholl Gymnasium in Ulm, Germany. Find out where
the school is located in Germany and who Hans and Sophie Scholl
were. Include why you think
the school selected this
name. After you visit the links under “organisation”,
write down what you learned about the school. In what ways is it
like or different from your school? (NOTE: This task is completed
in English since it assesses how well the students understood the
information on the website.)
Presentational
Task: Using the Hans und Sophie Scholl Gymnasium “Homepage”
as a model, design an introductory web page with links for your
school.
Interpersonal Task:
With a partner look at the websites you each designed. State what
is the same and what is different between your websites and also
between your websites and the website for Hans und Sophie Scholl
Gymnasium.
This task targets a beginning
language student in a middle school or high school. It could, however,
be used by any level with two considerations.
First, the website reference would have to reflect the level of
the students involved in the project. Second, the degree of simplicity/complexity
demanded in the performance needs to reflect the language level
of the students who are completing the assessment. Refer to the
Evaluation section for information
about designing rubrics and scoring guides.
As you consider this performance
assessment, notice how the three tasks are interrelated. What the
students learn in the Interpretive Mode can be used in the Presentational
and Interpersonal Modes. What the students learn in the Interpretive
and Presentational Modes is the basis for the Interpersonal Mode.
The assessment is authentic: it uses a real website of a school
in Germany and then asks the students to create their own websites.
 The
underpinning of the four ‘C’s is apparent.
The students learn about
schools in France to increase their knowledge of German Culture.
By reflecting on the name of the school, the students can gain greater
understanding of the people of Germany and how they look at the
world.
The students are asked to compare their school
to the school in Germany, thereby addressing the Comparisons standard.
Using technology to visit and design a website models Connections.
And via the Internet, the students are extending their learning
beyond the classroom thus reflecting the Communities standard.
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