LOTE Assessment Using the standards, progression points and assessment maps

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LOTE AssessmentUsing the standards, progression
points and assessment maps

• Anne Fisher
• Victorian Curriculum and
• Assessment Authority
• (VCAA)

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• Skills, knowledge and behaviours in
• both LOTE dimensions
• are demonstrated through the students use and
  understanding of the language being studied

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Student assessment products

• Assessing achievement of the LOTE standards
• Teachers must have a clear understanding of
• what is required of the students by the standards
• how the assessment allows students to demonstrate
  their achievement of the standards
• These are particularly important for assessing
  the Intercultural knowledge and language
  awareness dimension in the LOTE

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Explicit teaching

• LOTE teachers use a lot of the skills knowledge
  and behaviours from domains such as Interpersonal
  Development, Personal Learning, Communication,
  ICT etc, in their class rooms
• Do we explicitly teach them or just use them?
• To assess students in these domains, you need to
  take responsibility for the explicit teaching,
  learning and assessment of the skills, knowledge
  and behaviours required by the standards of the
  domains

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• STUDENT PRODUCT
• What will the students produce to show that they
  have met the Standards?

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ICT Level 4

• Combining text, still and moving images and sound
  to produce a product to show an understanding of
  the LOTE
• Producing information that shows cultural
  sensitivity and respect for the audience
• Via internet, developing opinions and ideas
  through communicating with known and unknown
  audiences eg email, blog, websites written in the
  LOTE, discussion forums

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Chinese Kite
Uyen Vo
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Using ICT for Chinese language work

• Coordinates voice, images and text to produce an
  effective product
• Includes historical information, which shows
  respect for the culture
• incorporates plug in language to allow fonts to
  be displayed
• reuses images, with modifications, to minimise
  production time
• indicates perspective by using animation function
  of software tool
• locates images effectively on the screen to
  create a sense of balance

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LOTE domain Level 4

• COMMUNICATING IN CHINESE
• Students demonstrate sound discrimination
  effectively
• Adapt language and gesture appropriately for the
  role, audience and purpose of the discourse.
• Acquire and use new information and language, and
  recycle previously learnt language skills and
  knowledge in new contexts
• Write sentences using appropriate characters
• INTERCULTURAL KNOWLEDGE AND LANGUGE AWARENESS
• Apply relevant conversational rules and
  expectations for example those related to
  politeness
• Demonstrate understanding of cultural differences
  in writing conventions for specific discourse
  forms

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Assessing the LOTE dimensions

• Assessment of both dimensions in the LOTE domain,
  including the Intercultural knowledge and
  language awareness dimension, must be assessed
  through work students have produced in the LOTE
• LOTE assessment tasks dont always have to
  originate in the LOTE class, but they do have to
  be assessed in the LOTE if they are being used to
  demonstrate the LOTE standards

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Assessing this dimension

• How do we assess if students have grasped the
  cultural and language concepts required by the
  VELS?
• Concrete context and task
• Cannot be separated from performance in the
  language
• How much background in English and/or the
  language?
• Implications for teaching beginners

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What does the VELS mean for the LOTE student?

• For example
• Increased awareness of
• Cultural influences on LOTE learning
• Cultural influences on their own values and ideas
• Different views within LOTE speaking communities
• Language as a complex system
• Connections with other languages
• Awareness of different functions of language
• Self-expression
• Understanding
• Applications for LOTE in the examination of big
  issues
• Sophisticated applications for ICT

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Gathering evidence for assessment

• Throughout the semester, teachers assess student
  progress in tasks and activities focussing on
  relevant aspects of the Standards.
• Towards the end of the semester, teachers
  consider all the assessment evidence to make an
  on-balance judgement of progress against the
  Standards and progression points.

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Making on-balance judgments to report to parents

• The process is
• evidence based
• holistic
• on balance
• Teacher judgment is based on evidence gained
  from a range of formal and informal assessment
  tasks and learning experiences undertaken over
  the semester.

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What are the progression points?

• The levels in the standards cover 2 years of
  learning
• e.g. Level 5 Years 7 8
• Within a Level, student progress is reported 4
  times in written form
• Progression points give a breakdown of what
  student progress in the dimension may look like
  on the way to achieving the standard
• Looking at the relationship between the VELS
  standards and progression points

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LOTE Pathway 2 Level 5 (Roman alphabetical
languages) Communicating in a language other
than English

• 4.25 Comprehension of limited personal and
  factual information on familiar topics
  discriminating between questions and statements
  when listening
• 4.5 Comprehension of everyday personal or
  factual information on defined topics, showing
  familiarity with the language and obvious
  cognates when listening
• 4.75 Understanding of personal and factual
  information on defined topics when listening
• 5.0 Students exchange simple information on
  topics such as daily routines and aspects of
  their world. They talk about themselves in
  response to questions, and ask questions in
  response. Students manipulate modelled language.
  They read or listen to passages and extract
  basic information on defined topics.

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http//vels.vcaa.vic.edu.au/assessment/progressio
npoints.html

• Progression points are
• illustrative of student progress
• not written to capture every element of the
  standard
• not intended for use as a syllabus
• advisory
• Why progression points for 6.25, 6.5 6.75?
• VELS are not VCE

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How do teachers report student progress against
the Standards?

• Teachers decide the best fit progression point
  or standard for each student in each dimension
• Teachers enter the numerical value for these
  progression points from the drop down menu in the
  report software
• e.g. 3.75, 4.0, 4.25
• The program averages these for the domain result
  and allocates the letter rating, the achievement
  points etc, on the report card

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Guidance

• for making on-balance judgments about student
  progress in relation to the standards
• Progression points
• Assessment maps

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LOTE progression points

• The four types of languages have their own
  progression points
• A Roman alphabetical languages
• ? Non-Roman alphabetical languages
• ? Character languages
• ? Sign language

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Standards and progression points

• Looking at the standards and progression points

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Student One

• Based on evidence gained from a range of formal
  and informal assessment tasks and learning
  experiences undertaken over the semester
• This student produced good work in most areas of
  this dimension.
• He struggled with one aspect of the dimension,
  but submitted work of an acceptable standard for
  this reporting period, even in this area.

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Student Two

• Based on evidence gained from a range of formal
  and informal assessment tasks and learning
  experiences undertaken over the semester
• Overall this students work in this dimension
  did not demonstrate the standard expected of
  students in this reporting period.
• She was also given tasks and opportunities to
  show what she could do, and her work overall
  reflected the progression point / standard just
  below that expected.

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Student Three
Based on evidence gained from a range of formal
and informal assessment tasks and learning
experiences undertaken over the semester

• This student has produced excellent work in all
  areas of the dimension at this level.
• The work she was asked to submit was only
  designed to assess achievement at the expected
  level.

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LOTE Assessment Maps

• a tool to help teachers assess student work using
  the Victorian Essential Learning Standards
• provide annotated student work samples
• can be used in conjunction with the progression
  points
• support teachers in
• developing a common understanding of the
  standards
• making consistent, on-balance judgments about
  student achievement
• http//
• vels.vcaa.vic.edu.au/assessment/maps/index.html