ASSESSMENT
ASSESSMENT
Can-Do statements are used district wide to determine what students know and are able to do.
They are the tools that guide assessment and determine the learner’s proficiency. The Can-Do statements apply to 3 types of communicative tasks:
Interpretive Tasks
Presentational Tasks
Interpersonal Tasks
Listening or reading activities in which students must demonstrate an understanding of what they have heard or read.
Examples: radio commercial; magazine article; video clip.
Speaking or writing activities involve one-way communication to an audience of listeners or speakers.
Examples: list, graphic organizer, letter, brochure, cartoon, booklet
Interpersonal activities require students to communicate in a spontaneous manner without the use of a written script.
Examples: Mock interview, debate, face-to-face conversation
Assessments allow learners to demonstrate what they know and can do in the language, showing their progress toward increased language proficiency in multiple ways using real-world tasks.
The Integrated Performance Assessment (IPA) serves as the summative unit assessments. Every IPA is a cluster assessment that includes an interpretive, interpersonal, and presentational task. The three tasks are interrelated and aligned with a single theme and reflect the way in which learners naturally use the language in the real world.
GRADING
Students will receive a rubric score (performance rating) for each assessment. Each score describes the level of proficiency the learner demonstrated on the proficiency scale (see below Lexington 1 World Languages Proficiency Outcomes)
LEX ONE Proficiency Outcomes - 1-20 scale.pdf