Workshop on Establishing Proficiency Levels and Assessment Criteria in Spanish Education
Workshop held at El Camino College in Fall 2015 focused on addressing issues in Spanish education such as textbook vouchers and grading criteria for Spanish 2 & 3 SLO. The event emphasized the difference between proficiency and performance and showcased rubrics for assessing student learning throughout the year.
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ELEMENTARY SPANISH 2 INTERMEDIATE SPANISH 1 CONSISTENCY PROJECT El Camino College Fall 2015 Workshop 2: November 13, 2015
Information about solved and unsolved issues: textbook voucher, grace period, native courses video, meeting with counselors, etc. Establishing the performance/proficiency level for Span 2 & 3 learners. Establishing assessment tools and grading criteria for Spanish 2 & 3 SLO. Agreeing on the Spanish 2 & 3 comprehensive final exam distribution of components: final exam templates Application of grading criteria and rubrics with students samples: assessing the SLO. AGENDA 2
PROFICIENCY: TO COMMUNICATE MEANINGFUL INFORMATION IN SPONTANEOUS COMMUNICATIONS WITH NATIVE SPEAKERS DOES NOT MEAN PERFECTION PERFORMANCE TO COMMUNICATE MEANINGFUL INFORMATION IN PRACTICED, REHEARSED, AND FAMILIAR CONTEXTS CONNECTED TO A SPECIFIC CURRICULUM DIFFERENCE BETWEEN PROFICIENCY & PERFORMANCE 3
Performance rubrics could be used to assess students throughout the year. E.g. End of chapter summative test. Proficiency rubrics could be used three times a year (SLO pre-test, mid term test, SLO post test.) ECC: We are using proficiency rubrics at the end of the semester for SLO evaluation. TWO TYPES OF RUBRICS 5
6 ORAL PROFICIENCY INTERVIEW DESCRIPTORS
Spanish 1: Novice High (Meets Expectations) to Intermediate-Low (Exceeds Expectations) Spanish 2: Intermediate- Low (Meets Expectations) to Intermediate-Mid (Exceeds Expectations) Spanish 3: Intermediate- Mid (Meets Expectations) to Intermediate-High (Exceeds Expectations) TARGETED SPANISH PROFICIENCY LEVELS BY ECC & RECIPIENT SENIOR COLLEGES 7
NATIONAL STANDARDS FOR FOREIGN LANGUAGE EDUCATION THE FIVE C GOAL AREAS (COMMUNICATION, CULTURES, CONNECTIONS, COMPARISONS, AND COMMUNITIES) STRESS THE APPLICATION OF LEARNING A LANGUAGE BEYOND THE INSTRUCTIONAL SETTING. THE GOAL IS TO PREPARE LEARNERS TO APPLY THE SKILLS AND UNDERSTANDINGS MEASURED BY THE STANDARDS, TO BRING A GLOBAL COMPETENCE TO THEIR FUTURE CAREERS AND EXPERIENCES. Standards Logo 8
The Three Modes of Communication 9
Exchange information via letters, e-mails, video mail, notes, conversations or interviews on familiar topics Express and compare opinions and preferences about information gathered regarding events, experiences, etc. Clarify meaning: para phrasing, questioning. Give and follow directions, instructions and requests. Demonstrate the ability to acquire goods, services or information. INTERPERSONAL EXAMPLES 10
Reading and listening include comprehension as well as the cultural interpretation of texts, the ability to read (or listen) between the lines. Follow directions, instructions and request: recipes, travel directions, dance steps, installing software, etc. Use listening and reading strategies (skimming and scanning techniques) to determine main idea and purpose. INTERPRETATIVE EXAMPLES 11
Summarize information from authentic language materials and artifacts. Use information acquired from target language sources to solve everyday problems and situations: using a newspaper to make plans to see a movie, etc. Create and present narrative: current events, personal experiences, etc. Present differences in products and practices found in the target language. Prepare and deliver a summary of characters and plot in selected pieces of literature. Apply age-appropriate writing process strategies: prewriting, drafting, revising, editing, publishing PRESENTATIONAL SAMPLES 12
Spanish 2 Tools & Rubrics: (see copies) -Tools are in compliance with Vistas (lessons 7-12) and rubrics follow the three modes of communication with the same targeted levels of recipient colleges Spanish 3 Tools & Rubrics: (see copies) -Tools are in compliance with Vistas (lessons 13-18) and rubrics follow the three modes of communication with the same targeted levels of recipient colleges Possible recommendation to Spanish 3 content: more reading material could be added as a complement to Vistas Textbook making the course more challenging. 13 ASSESSMENT TOOLS AND GRADING CRITERIA
All percentages are approximate based on Span 2 and 3 Course Outlines of Records (see copies) Sections to be included in any final exam are: -Span 2: Vocabulary, Grammar, Cultural/Reading Combined, Listening, Oral, and Writing -Span 3:Vocabulary, Grammar, Reading, Listening, Oral, and Writing SPAN 2 & 3 FINAL EXAM TEMPLATES 14
