Assessment Evidence
Below are two artifacts that come from my course on foreign language assessment. The first is a PowerPoint presenting the information about the assessment content, along with the rational for format and design. The second artifact is the actual assessment designed to be given out to students, as well as the rubric for grading that goes along with it. Following the documents, I give the rational in written form with support from research pertaining to assessing content, grammar, and the most ideal way to do this via an Integrated Performance Assessment (IPA).
Presentation explaining the assessment
In this presentation, I present an overview of the IPA that I used to focus on the theme of Health/Wellness, appropriate for a third year Spanish class (or higher). Students begin with a reading to target the interpretive mode, followed by the task for the interpersonal mode. The task for the interpersonal mode is based on the reading for the interpretive task, and students role-play a fitness consultant and new client, respectively. They are expected to ask and answer questions of each other, but the communication in the task happens spontaneously; nothing is scripted out, but there are guidelines and directives for each role that students can follow. Finally, in the presentational mode, students must present a prospective health plan to new clients in a health and wellness program at a local gym, by presenting information of how to eat healthy and live well, as well as recommendations on which exercises to do and when.
stanko_assessment_design.docxDocuments that form the assessment; interpretive task, interpersonal task, and a presentational task, formatted after an integrated performance assessment (IPA).
The explanation and rational, complete with research supporting this design, follows the tasks. The article for the interpretive task is an authentic resource, meaning, broadly, that it was produced by someone in the target culture for consumption by others in the target culture. It was not made for the purposes of language learning. You will find that I do not edit the text, such as re-writing portions to match the level of my students. Students have a specific task to accomplish, and I have instructed by this point in the year on various reading strategies, the main one being not to try and translate every single word.