Assessment of Languages and Cultures – Impact on Student Learning-CAEP Principle A: The Learner and Learning, CAEP Principle C: Instructional Practice

Candidates in foreign language teacher preparation programs design ongoing assessments using a variety of assessment models to show evidence of P-12 students’ ability to communicate in the instructed language in interpretive, interpersonal, and presentational modes; and to express understanding of cultural and literary products, practices, and perspectives of the instructed language. Candidates reflect on results of assessments, adjust instruction, and communicate results to stakeholders (ACTFL & CAEP 24).

CAEP Principle A: The Learner and learning

●Learner Development. The candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

●Learning Differences. The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

●Learning Environments. The candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation (CAEP 13).

CAEP Principle C: Instructional Practice

●Assessment. The candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

●Planning for Instruction. The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Further, candidates preparing as other school professionals, in addition to being able to plan appropriate instruction, can support teachers in planning instruction to facilitate student learning.

●Instructional Strategies. The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Further, candidates preparing as other school professionals, in addition to being able to use a variety of instructional strategies, can collaborate with teachers to assist them in utilizing appropriate instructional strategies (CAEP 19).

Class Assesment

I plan assessment by considering what learners should be able to do by the end of a period of instruction and how to best assess achievement and track progress. I plan authentic assessments as part of designing instruction, before instruction begins, and I inform students of how their performance will be assessed. I use multiple formative and summative measures unique to language assessment to measure student progress in communicative and cultural competencies. I provide opportunities for all learners - including heritage learners, English language learners, and special needs learners (ACTFL & CAEP 24-25).

examen2-321-Fall 2017.doc

This is a summative exam for an Upper-level class about history and culture in Spain.

Listening/speaking in the interpersonal mode

Formative Assessment: In this class you can see students doing oral presentations and improvising every day conversations.

It is assessed through oral interviews or tasks in which the student’s ability to negotiate meaning can be observed. Performance assessments show the level at which students consistently communicate in meaningful interaction, including appropriate cultural behaviors and knowledge of specific contexts and/or topics (ACTFL & CAEP 24-25). For example, one of the requirements in my courses is that students give oral presentations about various cultural or literary topics not covered in the course. I know my students can do it because previously I have created a good environment in class based on mutual respect and their classmates and I support them during the presentation doing questions and give them positive feedback. In my experience, praise and encouragement cultivates a student’s sense of achievement, which can lead to them becoming a more confident and motivated learner (Shrum & Glisan 2016, p. 34). For that reason, I praised students when they participate actively in class, giving them encouragement to respond in Spanish. At the end of the course, this activity is a routine in class and students do not feel anxiety at all.

Assessment of interpretive communication

It examines how students, as listeners or readers, derive meaning from authentic texts, both literary and informational, measuring what is understood as well as what is inferred from meaningful contexts. Student performance includes forced choice responses, short answers, and open-ended formats and allow for divergent responses and creativity (ACTFL & CAEP 24-25) .

Copy of Copy of MÁS DE 20 PRÁCTICAS NATURALES CONTRA EL CAMBIO CLIMÁTICO.pdf

Real News related to the environment. News is adapted for the class level.

Formative Assessment: This Google Form is for checking the comprehension of a previous reading (on the left).

Assessment of presentational communication

Which is planned speaking or writing, measures the end product of the student’s work using holistic and/or analytic ratings. I am familiar with a variety of performance guidelines such as the ACTFL Proficiency Guidelines: Speaking, Writing, Listening, and Reading (2012), the ACTFL Performance Descriptors for Language Learners (2012), World-Readiness Standards for Learning Languages (2015) and appropriate state curriculum frameworks.

I measure student performances in integrated contexts that features a series of tasks built around a theme. Students engage in an interpretive task (e.g., reading about an Cuban artist), followed by an interpersonal task (e.g., discussing the potential artistic value of the artist's aesthetic), followed by a presentational task (e.g., creating a piece of art based on the artist's aesthetic).

I assess how students use language in culturally appropriate ways within and beyond the classroom as I have learned about the perspectives, practices, and products of the target cultures and comparisons to my own culture. I reflect upon the student performances in order to adapt my instruction, determining where student strengths lie, where alternative instructional strategies are necessary, where skills or knowledge must be reinforced, and where additional practice must be provided. I understand that performance assessment frequently encompasses multiple areas of student knowledge and skills and know how to use web-based and stand-alone technology to provide authentic input to gather, evaluate, and assess learners’ performance.

I help students understand how to progress to a more advanced level. I describe what my students can do and begin to develop that message for administrators, school boards, or parents in ways important to these stakeholders (ACTFL & CAEP 24-25).

With this activity, students practice, oral, reading and writing skills.

GC Las 3R de la ecología

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