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Developing Language Proficiency through Assessment in French as a Second Language

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Title: Developing Language Proficiency through Assessment in French as a Second Language


1
Developing Language Proficiency through
Assessment in French as a Second Language
A collaborative professional development project
of the Edmonton Regional Learning Consortium
(ERLC) the Alberta Assessment Consortium (AAC),
and the Institute for Innovation in Second
Language Education (IISLE) in Edmonton Public
Schools
2
Who are you?
  • Introduce yourself, and tell us
  • school/ jurisdiction
  • grade level of FSL you teach
  • something you hope to get out of this workshop

3
Agenda
  1. Workshop goals
  2. The big picture
  3. A current snapshot
  4. Role of curricular documents
  5. Principles purposes of assessment
  6. Assessment strategies tools
  7. Future directions

4
Workshop Goals
p.
  • Strengthen understanding of the overarching goal
    of FSL Program of Studies
  • Reflect on current assessment practices and
    explore new assessment strategies
  • Discuss and explore how assessment can be used to
    achieve functional language proficiency, using
    Alberta curricular documents
  • Select assessment tools and strategies for use in
    the FSL classroom

5
The Big Picture What is it?
  • Examine the photo puzzles at your table.
  • How many can you identify?

6
What does it mean?
  • What is the forest? What is both the forest and
    the trees of
  • French as a Second Language
  • Classroom assessment
  • Language proficiency

7
The Big Picture for FSL Building Language
Proficiency
  • Language Proficiency
  • What someone can do in a language
  • Proficiency assessment
  • assessment of what someone can do/knows in
    relation to the application of the subject in the
    real world. (Council of Europe)

8
Whats happening in assessment?
  • List language assessment tasks that you typically
    use to gather information for FSL in a term.
  • Snowball time!

Assessment in FSL for Term ___
9
Whats happening in assessment?
Tally the data in your group. Which language
skills do the language assessments fit best with?
Oral production Oral interaction
Listening comprehension Reading comprehension
Written production Written production
10
v Proficiency Checkpoint
  • Look at the assessment strategies listed
  • Which of these reflect a real-life application of
    language use?

11
The front matter matters!
THE OVERARCHING GOAL of the FSL Program of
Studies The overarching goal of this program of
studies, then, is to develop students who are
sufficiently competent in French so that they can
function in the language and culture outside the
confines of the classroom. p.8, French as a
Second Language Nine-year Program of Studies
(Grades 4-12)
12
The Big Picture for FSL Building Language
Proficiency
  • Language Proficiency
  • What someone can do in a language
  • Proficiency assessment
  • assessment of what someone can do/knows in
    relation to the application of the subject in the
    real world. (Council of Europe)

13
FSL Program of Studies
  • General outcomes
  • Specific outcomes

14
General Outcomes
  • Communication
  • Language
  • Culture
  • Language Learning Strategies

15
Specific Outcomes
  • the details of what students must know and be
    able to do at each grade
  • exit outcomes

16
Car Metaphor
  • Driver Communication
  • Front seat passenger Language
  • Passenger Culture
  • Passenger Language Learning Strategies

17
Whats new?
  • Program Articulation Documents
  • grade 4-6
  • grade 7-9
  • grade 10-12

18
Why a Program Articulation document?
  • Provides a new focus on Communicative Targets
    (language functions) while still addressing
    existing general and specific outcomes
  • Assists teachers to interpret the Program of
    Studies document to ensure the development of
    language proficiency

19
Focus on Communicative Targets Overarching Goal
  • What do the overarching goal and the
    Communicative Targets have in common?

20
Think about
.
Because students need to . . . then as a teacher, I need to . . .
function in French outside the classroom


21
Linking curriculum to assessment
  • Weve done lots of thinking about the FSL
    curricular documents
  • Now what about assessment?

22
Principles and Purposes of Assessment
  • Establishing a Framework for Classroom Assessment

23
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The Key Visual . . .
  • a framework for classroom assessment

29
Agenda
  1. Workshop goals
  2. The big picture
  3. A current snapshot
  4. Role of curricular documents
  5. Principles purposes of assessment
  6. Assessment strategies tools
  7. Future directions

30
Pause Café
31
Assessment Strategies vs. Assessment Tools
  • Assessment Strategies are how you gather
    information to find out what the students can do
    in French
  • (e.g. observation)
  • Assessment Tools are what you use to record that
    information
  • (e.g. observational checklist)

32
Assessment Strategies to build language
proficiency
  • How do we gather evidence of learning?

33
Examples of Assessment Strategies
  • Observations
  • Self-reflection
  • Peer Coaching
  • Teacher Feedback
  • Performance Tasks/Projects
  • Assignments
  • Tests

34
Assessment Strategies
  • Review the FSL tasks (with Communicative Targets)
    on the handout.
  • Discuss your choices with an elbow partner
  • Debrief as a large group

35
To build language proficiency
  • Which types of assessment strategies help
    students build French language proficiency?
  • Which types of assessment strategies may have
    less impact on French language proficiency?
  • Which assessment strategies focus on about what
    students can DO in French rather than just what
    they know about French.

36
Assessment Strategies
  • A balanced assessment plan is essential to gather
    evidence of the range of learning within our
    curriculum.

37
Flashback!
  • think about your most memorable language
    assessment experience as a student
  • rate it on a scale of 1 to 10 (10 is high)
  • line out
  • talk to the person next to you in the line
  • If your experience was positive, what made it so?
  • If your experience was negative, what could have
    improved it?

38
Language Performance Assessment Tasks
39
Why are performance assessment tasks so
teacher-friendly?
  • Performance assessment tasks are great for
    FSL because they
  • Address a number of outcomes at the same time
  • Allow students to demonstrate what they can do in
    French in a tangible way
  • Engage students in learning over an extended
    period of time
  • Help to generate a grade (generally)
  • Naturally incorporate assessment for learning
    strategies, even if they are used for assessment
    of learning

40
What is a performance assessment task?
  • a meaningful, real-life task that enables
    students to demonstrate what they know and can do
    in situations like those they will encounter
    outside the classroom as well as in situations
    that simulate how people do their work

41
Authentic language
  • What does real-life, authentic language use mean?
  • What is authentic mean to the students?

42
Authentic, or not?
  • Find someone in the room you have not yet worked
    with.
  • Determine if each of the FSL scenarios on your
    handout are authenticor not.

43
Debrief
44
Snowball fight revisited
45
Points to Ponder
  • . . . culminating assessment
  • performances should be occasions
  • of pleasure.
  • Gardner (2000)
  • We dont mark students while they are learning
  • Alberta Assessment Consortium

46
Made in Alberta Language Assessment Tasks
p.
  • Free Shopping on the AAC website!
  • www.aac.ab.ca ? Performance Assessment Materials
    ? Assessment Material ? Second Languages ? French
    as a Second Language

47
Evaluation Tools
  • Where and how do we record our observations and
    evaluations of student learning?

48
Evaluation Tools
  • Evaluation tools are where and how we record our
    observations and evaluations of student learning.

49
Evaluation Tools Jigsaw
  • Review your sample evaluation tool with your
    group
  • For each tool identify
  • key characteristics
  • advantages/disadvantages in an FSL classroom
  • if it helps improve students French language
    proficiency.

50
Descriptive Feedback
  • Uses only specific, descriptive, written (or
    oral) feedback
  • Needs no letter grades, percentage, number
    rankings


51
Checklist
  • Uses yes/not yet descriptors
  • Comment column is optional

52
Rating Scale
  • Frequency, consistency or independence of
    occurrence
  • Comment column is optional

53
Rubric
  • Describes levels of quality
  • Provides a word picture of what student work at
    each level looks like

54
A note about rubrics for FSL
  • First criteria statement(s) focus on message
    (making meaning)
  • Beware the double dip
  • Be sure expectations are reasonable for
    curricular and cognitive level

55
Made in Alberta Assessment Feedback Tasks
  • www.aac.ab.ca ? Tools and Templates ? Feedback
    Tools and Templates
  • Make sure you have your username and password!

56
I Can statements
  • I Can statements are frequently used by teachers
    to help strengthen instruction and assessment

57
Creating great FSL I Can statements
  • Tie it to curriculum
  • Reflect communicative intent, rather than
    discrete grammatical skills or vocabulary areas
  • Use student-friendly language
  • Use to frame instruction and assessment

58
Think about
  • Look at the I Can statements on your handout.
  • Do each fit the criteria for great I Can
    statements?

59
Developing I Can statements
  • Look at the AAC language task, developed by FSL
    teachers.
  • What do you think the I Can statements should
    be for this task?
  • How should the I Can statements be used?

60
I Can statements are international!
61
Future directions in language assessment
  • Common European Framework of Reference (CEFR)
  • European Language Portfolio (ELP)

62
Common European Framework of Reference (CEFR)
  • The Council of Europe developed the CEFR to
    provide descriptions of language proficiency at
    different levels
  • www.coe.int/portfolio

63
Common European Framework of Reference (CEFR)
  • Describes levels of proficiency in language skill
    areas oral production, oral interaction, written
    production, listening, reading
  • Is the basis for the European Language Portfolio
    (ELP)

64
European Language Portfolio (ELP)
  • The European Language Portfolio (ELP) is a means
    of recording and reflecting on skills and
    experiences in different languages, acquired in
    school or outside.

65
How does this fit with Alberta?
  • Promotes self-reflection through I can
    statements
  • Focuses on language proficiency (rather than
    deficiency)
  • Task-based language learning

66
Workshop Goals
p.
  • Strengthen understanding of the overarching goal
    of FSL Program of Studies
  • Reflect on current assessment practices and
    explore new assessment strategies
  • Discuss and explore how assessment can be used to
    achieve functional language proficiency, using
    Alberta curricular documents
  • Select assessment tools and strategies for use in
    the FSL classroom

67
We invite you to complete an evaluation form.
Thank you for your participation.
A collaborative professional development project
of the Edmonton Regional Learning Consortium
(ERLC) the Alberta Assessment Consortium (AAC),
and the Institute for Innovation in Second
Language Education (IISLE) in Edmonton Public
Schools
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