Assessment, Instructional Design, Interpretive, IPA - Integrated Performance Assessment

Assessing Interpretive Mode

One of the struggles I’ve had is coming up with an easy way to assess Interpretive Reading and Interpretive Listening. Through my masters and my work as an online teacher, I’ve taken courses to become a Quality Matters Reviewer for online and blended courses. One of the stresses of Quality Matters is that the activities, objectives in lesson and course objectives are all aligned.

I thought I had aligned my objectives with the course and activities when I moved to doing Integrated Performance Assessments (IPA), but after actually reviewing and working through the rubric, as well as working through my master classes on instructional design, I discovered I wasn’t quite explicit enough.

So I’ve been focusing on helping my students learn about the different components of the ACTFL Interpretive Rubric. I’ve used Madame Shepard’s blog and using her examples and Ohio’s template for Interpretive Tasks.

But I’ve had some problems…

Problem 1: Feedback

I’ve had trouble making the Interpretive Tasks manageable to grade.

Those template assessments are long. They take time to make. Then you have all those long-answer sections. It just takes time to get the feedback to the students (and it’s frustrating to juggle this with managing feedback for the presentational mode!).

To make it more manageable, I started doing most of the assessments in Canvas (the LMS our school uses) and using the rubric to grade the “quiz” after the fact. It auto-graded the items for me and it’s quicker to scroll through a screen with legible fonts than it is to decipher what a kid may have written down but scribbled through three times with pen and then crossed it all out and wrote something illegible in maybe franglais.

Assessing

How do you want to assess versus grade? We’re trying to give students quicker more detailed feedback. (At my face-to-face school we’re currently discussing the merits of grades versus standards-based grading. But that’s for another post!)

You can:

  • use the rubric component(s) that you’re focusing on to grade with. This takes time, but hopefully it’ll give you an idea of where your students are.
  • take the raw quiz grade. This leaves the option of a very poor score going into the gradebook. In Canvas, I cannot make answers worth different point values (best answer 4, mostly good answer 3, kinda good answer 2, clearly a poor answer 1) so the quiz is either you got it or you didn’t. If you do this, I recommend making the IPA worth more points to be their big performance, so it doesn’t hurt their grade too much along the way.
  • take a participation grade. Did they really attempt to complete the task? If these are designed as stepping stones toward a better performance on the final IPA, then these are learning experiences. A completion grade can be given without guilt!
  • take no grade at all. GASP! I know. I do this a lot. And kids kinda hate it at first. But the science backs me up on this. You can use this as a self-evaluative tool. They need to reflect on their learning (constructivist style) and identify what they need to do better to improve (or identify what they didn’t identify!)

Problem 2: More practice

Students need more practice, focus, and feedback on all the different parts of the rubric. For some, this is really their first explicit exposure to these ideas. My course, unit and interpretive lesson objectives all share the same objectives:

  • identify key words, main ideas, supporting details and organizational features in a given text/video/audio
  • infer the meaning of words based on context, the author’s perspective/purpose, and the cultural products/practices/perspectives in a given text/video/audio.
  • make inferences in a given text/video/audio.

But I don’t have to do all of these with each interpretive task. I’ve broken them down into one or two focal points and made quizzes in Canvas. I’ve been focusing on giving specific feedback on the different answers to multiple choice questions.

Problem 3: Writing multiple choice questions that don’t…suck

How do you write a good multiple choice question? Test questions are hard to write. I am not a test writer. I have not taken a dedicated course on assessment or test creation. Someday maybe?

Instead, I’ve looked to places that also are teaching and assessing these skills: the lower grades. Standardized tests are looking at these same skills for reading comprehension.

Anecdotal Evidence

I’ve tried this in all of my courses for one unit, and I have to say I’m pleased with the improvement. Students did improve on identifying the organizational features, inferring the author’s perspective/purpose, identifying and inferring cultural products/practices/perspectives, and identifying main ideas.

The more explicit I was with my “feedback” on the questions’ correct and wrong answers, the better their understanding was. They’ve been able to apply what they’ve learned in other tasks.

Examples Please!

I’ll post some examples of the Interpretive mode for you soon!

 

Advertisements
French Third Year

WWII – More Resources

In my previous post, WWII Unit for Intermediate-Low Students,  I stated that I use the  sources from Le Bout de Gomme for WWII history lectures.

I don’t take too long on the lectures, but I have students take notes on the blank copy. I’ve created PowerPoints that go along with the packet and give a lecture about every week.

French Fourth Year, Instructional Design

Le Petit Prince

I wanted to share my resource I created for teaching Le Petit Prince. Rather than giving out the novelpetit_princes, I want students to annotate and interact with the text.

I created a digital version of Le Petit Prince. I have three versions:

I use the interpersonal workbook created by Madame Shepard so students can really delve deeply into the text (I’ve modified her version to add a focus on “noticing” grammar).

In addition, I provide the audio book to my students so they can listen to the book while they read. Here’s a link to my Dropbox folder with the chapter audio files.

Happy reading and teaching!

De Gaulle le 14 juin 44 à Isigny, place du marché
Conversations & Interpersonal Communication, French Third Year, Instructional Design

WWII Unit for Intermediate-Low Students

Soldiers walking down both sides of street. Background; pool/billiards; Louvre sign; church.
A Villedieu les Poêles (Manche), rue Gambetta, photo prise le 2 août, les GI’s se dirigent vers le Sud-ouest. Libération le 2 août par la 4th US ID.

Students are very interested in the French perspective of history. As a social studies teacher too, we just don’t have time to cover WWII in depth any more. At least in the schools I’ve taught 😦

Certainly, students don’t understand why France capitulated so “quickly”, who Charles de Gaulle was (nor his importance), what collaboration was like, and what happened to French citizens who were Jews.

So I’ve found resources and created a unit studying WWII through the French lens.

To introduce the unit, I’ve asked students to do a KWL (or SVA en français) with a PowerPoint in French.

I lecture about Hitler’s ambitions:

(Eventually, I’d like to build in more lectures and have plans for doing so…but they’re not ready yet!)

Students watch “Pourquoi a-t-il eu la seconde guerre mondial” from 1 jour 1 question:

  • Transcript
  • Students take the video and the lecture to make a timeline of what happened leading up to WWII.

Students read “Journal d’un enfant pendant la seconde guerre mondiale” I found this in France and enjoyed that it has historic break-outs and a story line narrative in the first person. I’ve made a digital copy of this book here. (I’m looking for native speakers who would be able to record an audio book chapter by chapter!)

To work through the book interpersonally, I created a a workbook that goes along with the book chapter by chapter. It was modeled after Madame Shepard’s communicative approach to Le Petit Prince. It has:

  • “Before you read” discussions
  • key vocabulary (mostly in French) with discussion questions
  • true/false discussion
  • deeper discussions about what happened in the text
  • role plays
  • key quotes
  • grammar notes

Here’s a copy of the workbook for you to use with the reading. (I’m working on finishing the final few pages of the book, pages 52-59)

While students work through the book, on Mondays I show Les grandes Grandes Vacances by Les Armateurs (Kirikou, Triplettes de Belleville, T’choupi) in French with French subtitles. I play it on my region-free DVD player. You can find it on Netflix now, but it doesn’t have French subtitles. It’s utterly charming, easy to understand, and absolutely sucks you into their story. It’s a perfect companion to the book.

Here’s the Bande-annonce:

Uncategorized

Giving feedback

One of the struggles with instruction is giving rich and timely feedback without it bogging you down. If you’d like to review and/or learn more about effective feedback, I recommend this article, as it does a great job of breaking down what feedback is.

For my online instruction, I’ve created documents for most assignments which have a “master list” of common feedback or comments.

If you’re lucky enough to have access to TurnItIn.com, you can use their lists and build custom comments. You can embed html into it so you can create clickable links to help your students get more information.

Using these principles, I designed a way to give quick and richer feedback to my French language students. I went through the ACTFL rubrics and pulled different indicators that lead to more complex language.

The key is that feedback is timely and specific. To make it more specific and less hard on my wrists, I created this half-page key that they can tape into their composition notebooks right next to their compositions. I print these on the back of their composition prompts, which students tape into their composition notebooks.

I highlight the things students are doing in their compositions or speaking. I highlight and use the mark-up notes to write notes within their composition itself. You can take this a step farther and have students track their errors on this chart.

Conversations & Interpersonal Communication

Questions: Practicing questioning

One problem for novice to intermediate-low speakers is creating questions. Question structure is hard because it isn’t something you can just memorize…there are a million ways to ask things!

To work specifically on this skill, I play a game that’s essentially “What’s in my bag?” or as the students call it “Le sac”.

My predecessor played this game every day as a warm up and it was a quick game. I found that it’s better and a deeper more frustrating/fun experience to play when we have late-start days every other week. This forces them to get out of their comfort zones and ask other questions or repeat previous questions to get to a more precise meaning.

Materials

You’ll need a bag large enough to fit most objects in and students can’t see what the object is.

OR you can use a box with a lid and pass this around the room. I teach high schoolers, so I don’t let them touch it. However, I’ve seen pre-schoolers and elementary students play this and not peak inside.

An item to hide in the bag/box. This can be from home, an item related to your unit of study, something they really should know about, etc. Be creative!

How to Play “Le Sac”

I get ready at the beginning of the day and put all the objects in my bag ahead of time.

I hold up the bag and ask the class “What’s in my bag?”

Students can only ask questions in the target language.

I give them a “core vocabulary” sheet with questions on it at the beginning of the year, but they are free to build upon it. I let them use Wordreference.com with their Chromebooks to look up new words.

You can play this one of two ways yourself:

  • Answer their questions with exactly what it is and does. This is how my predecessor did it. It goes much quicker this way.
  • Answer their questions with more difficult vocabulary – use synonyms. I start very general and move to more specific as the questions are asked. This is how I play it and it gets them really thinking.

1336500120730

For instance – a passport is used to:

  • transport
  • regulate
  • enter
  • document
  • impede travel
  • protect people
  • get places
  • travel

And a passport is made of paper and cardstock. It has a photograph and plastic or tape on it to protect it. There are stamps inside. It’s thin and light. It cost $80. It came from Seattle (for me). It’s blue and gold.

If you want to use wikipedia or wiktionary to look up words, it can be helpful to get a full explanation of a thing: how it’s made, what it’s made of, what it’s used for, etc.

Variations

I let students choose an object while I leave the room and wait in the hallway. I then ask the questions. They love to stump me. This works well for modeling the questions themselves for first year students.

Students can find something in their own backpacks and play with partners.

Conversations & Interpersonal Communication, French Fourth Year, French Third Year, Uncategorized

Impressionism: Monet Conversation

Building off of Madame Shepard’s Impressionism Unit, (see her first unit here, her post-impressionists update here, and her most recent version here).

I created one for Degas and now I’ve got a conversation for Monet. I switched it up and have the same/different activity first.

Note: you can download and manipulate the files from my dropbox by clicking the “Download” button in the upper right hand corner.

Introduction

You will have a conversation where you describe different artwork by Claude Monet.

Objectives

I can…

  • describe what I see
  • use information to negotiate meaning

Leçon

Make a copy of the table to work through while you discuss.

Look at either Partenaire A or Partenaire B and your partner will look at the opposite. (Note: I made the images clickable so you can view them larger, simply click on the image to enlarge in a new tab)

Activité 1

  1. Discuss your pictures in order to decide if each one is the same (même) or different (différent).
  2. Fill in the table on your google doc with either an “M” (même) or “D” (différent).

Activité 2

  1. Take turns describing your pictures.
  2. The numbers on the form represent your copy. Fill in the table on your google doc with your partner’s  number that corresponds to your number.

Activité 3

  1. Take turns describing your pictures.
  2. The numbers on the form represent your copy. Fill in the table on your google doc with your partner’s  number that corresponds to your number.