WebQuests

Description: You are to read about different types of assessment in foreign language and are asked to compare them. Then, you will design an assessment to use with your own students.

Task: Design an assessment to use with a Spanish activity.

Process: Begin by reading the article about foreign language assessment by Jeannie Rennie http://www.eric.ed.gov/resources/ericreview/vol6no1/assess.html.
Pay special attention to the preliminary assessment checklist, as you will need to consider the questions asked here when designing your own assessment. Then visit the website
http://www.nclrc.org/Catesot.htm which describes what portfolio assessment entails.
Carefully review Part 8, the section on creating rubrics. Finally, visit the Massachusetts Department of Education website on foreign language assessment. http://www.doe.mass.edu/frameworks/foreign/1999/appxB.html in order to see other examples of foreign language assessment scoring rubrics.

Compare the various types of assessment using the chart below.

Type of Assessment
Description
Sample Task
Advantages/Disadvantages
Traditional (discrete-point tests)      
Performance-based      
Portfolio      

Now you are ready to design your own assessment. Begin by answering all the questions in the preliminary assessment checklist. Once you have decided what you want to assess, decide how you want to design your assessment.

Resources: Massachusetts Department of Education explanation of assessment in modern foreign language
http://www.doe.mass.edu/frameworks/foreign/1999/appxB.html

This web site tutorial is based on the NCLRC's highly successful manual, Portfolio Assessment in the Foreign Language Classroom. It is a web-based tutorial designed to guide educators in creating and implementing a standards-based, foreign language portfolio assessment tied to their own curricula.
http://www.nclrc.org/Catesot.htm

Rennie, J. Current trends in foreign language assessment. The ERIC review.
http://www.eric.ed.gov/resources/ericreview/vol6no1/assess.html

Conclusion: How did the assessment work when you tried it out with your students? Did you feel like you could improve on it for another time? What worked well?

Evaluation: Use the following rubric to assess your assessment task.

1. Did you consider the goals and purpose of the assessment task?

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2. Did you consider the needs of the students?

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3. Did the assessment task match the purpose of the assessment?

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4. Do you think the results of this assessment will be useful in considering future decisions?

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ACTFL Program Standards For The Preparation Of Foreign Language Teachers
STANDARD 3: Language Acquisition Theories and Instructional Practices.

Standard 3.a. Understanding Language Acquisition and Creating a Supportive Classroom. Candidates demonstrate an understanding of language acquisition at various developmental levels and use this knowledge to create a supportive classroom learning environment that includes target language input and opportunities for negotiation of meaning and meaningful interaction.

Standard 3.b. Developing Instructional Practices That Reflect Language Outcomes and Learner Diversity. Candidates develop a variety of instructional practices that reflect language outcomes and articulated program models and address the needs of diverse language learners.

STANDARD 5: Assessment of Languages and Cultures

Standard 5.a. Knowing assessment models and using them appropriately. Candidates believe that assessment is ongoing, and they demonstrate knowledge of multiple ways of assessment that are age- and level-appropriate by implementing purposeful measures.

Standard 5.b Reflecting on assessment. Candidates reflect on the results of student assessments, adjust, instructions accordingly, and analyze the results of assessments, and use of success and failure to determine the direction of instruction.

Standard 5.c. Reporting assessment results. Candidates interpret and report the results of student performances to all stakeholders and provide opportunity for discussion.