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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
Interpretive Tasks
Presentational Tasks
Presentational Tasks
Interpersonal 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
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.pdfReport abuse