What am I Assessing?

	What am I Assessing?

	Process Examples Reflection Resources

Reflection

Referring to the NAEP graphic , complete these statements:
1. ________________________is the focal point for all assessment in the foreign language classroom.
2. There are ________types of Communication which are called Modes.
3. ________________________Communication means understanding spoken or written language such as reading a magazine or listening to a radio show.
4. ________________________Communication means interacting with another person or persons in conversation or via email.
5. ________________________Communication means speaking or writing such as giving a speech or writing an essay.
6. _______________, _______________, _________________, _____________, represent the four ‘C’s of the National Standards and provide the context for the assessment.
Which of the assessments below reflects the performance assessment model advocated by the NAEP graphic?
1. Students will complete a multiple choice test about the short story they read.
2. Students will write an essay about their career plans.
3. After taking a virtual tour of an art museum in Madrid, students will present a close-up of an artist whose work is on display in the museum. Afterwards, students will discuss which artists they like and why.
4. Students will watch a movie and discuss it.
Look at the assessments in #2 that did not reflect integrated performances. How could these be changed to integrate the three modes of Communication and the other four ‘C’s of the National Standards?

Evaluate the assessment task below using “Uncle Wiggin's Rubric on Task Design”.

Cereal Box Task - German

Intended grade levels: 9-12
Intended test use: proficiency
Skills tested: grammar, listening, reading, speaking, spelling, writing
Test length: Several class periods
Test materials: Worksheet, cereal box, pictures and photos, rating rubric
Test format: Performance task
Scoring method: Rubric

Description: This is a closure activity for a large study unit. It is used to wrap up a German II unit on future plans, dream partner, and the ideal world. To prepare students for the project, the teacher has them draw a quick self-portrait with four "thought bubbles" branching off of it. Each bubble contains a space to jot notes about "your role model and why," "your future plans," "what your dream partner would be like," and "what your ideal world would have or not have." After completing this, students cover a cereal box with paper and decorate it to correlate with their notes. In the past, some students created doors and windows that opened to reveal their future, others made sculptures out of their boxes, and others taped or glued on interesting pictures and photos. Each side has to be labeled in German, and students have to include their self-portrait. When done, students prepare short oral presentations about themselves, taking their cues from their boxes. A rubric is used to grade the project. The entire project is worth 20 points: 10 for the box and 10 for the speech. Grading for the box includes asking these questions: Was each point covered? Was each side labeled? Was the portrait included? How was spelling and grammar? How creative was the project? In the oral presentation, points are received for each topic: grammar, use of new vocabulary, and the quality of the presentation overall. This has proved to be a wonderful way of closing the unit and assessing students' proficiency in a meaningful way. It involves reading, writing, listening, and speaking skills. At each presentation, the other students ask questions in the target language. The teacher appoints a student to be the photographer and take snapshots of each student giving his/her presentation. The photos are then sent to the parents to keep them informed of what goes on in German class.