Sandra GB Iturbides, Supervisor

Sandra GB Iturbides, Supervisor
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World Language Standards
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Performance vs. Proficiency
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Exploring Modes of Communication
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WL Performance Guidelines
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Reflection
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a partner, assemble the
standards and come up with a
beginning level and an advanced level
activity where students would truly be
focusing on the standard they pick.
Unlike other Core Curriculum Content Standards
areas,theworldlanguagesstandardisbenchmarkedby
proficiencylevels.TheAmericanCouncilofTeachinga
foreign Language (ACTFL) Performance Descriptors for
Language Learners shows how assessing for
performanceisdifferentfromassessingforproficiency.
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What is the progression of
learning a second language?
The development of these proficiency levels was informed by the American
Council on the Teaching of Foreign Languages (ACTFL) Performance
GuidelinesforK-12Learners(ACTFL,1998),theACTFLProficiencyGuidelines—
Speaking (ACTFL, 1999), and the ACTFL Proficiency Guidelines—WriFng
(ACTFL, 2001) and is supported by more recently released documents
including the ACTFL Performance Descriptors for Language Learners 2012
and ACTFL Proficiency Guidelines 2012. Below is a short summary of each
proficiencylevelincludedinthestandarddocument:
•  Novice-MidLevel:Studentscommunicateusingmemorizedwords
andphrasestotalkaboutfamiliartopicsrelatedtoschool,home,
andthecommunity.
•  Novice-High Level: Students communicate using words, lists, and
simple sentences to ask and answer quesSons, to handle simple
transacSons related to everyday life, and to talk about subject
maUerstudiedinotherclasses.
•  Intermediate-LowLevel:Studentscommunicateusingsimplesentencesto
ask and answer quesSons, to handle simple transacSons related to
everydaylife,andtotalkaboutsubjectmaUerstudiedinotherclasses.
•  Intermediate-MidLevel:Studentscommunicateusingstringsofsentences
to ask and answer quesSons, to handle simple transacSons related to
everydaylife,andtotalkaboutsubjectmaUerstudiedinotherclasses.
•  Intermediate-High Level: Students communicate using
connected sentences and paragraphs to handle
complicatedsituaSonsonawide-rangeoftopics.
•  Advanced-Low Level: Students communicate using paragraph-level
discoursetohandlecomplicatedsituaSonsonawide-rangeoftopics.
EXPLORING MODES OF COMMUNICATION
Realis@cGrade-LevelTargetsforBenchmarkedPerformance
Levels:TheStrands
Languagelearnerscanbeexpectedtomovethroughlevelsof
proficiencyatdifferentrates.InaddiSon,languagelearnersmay
demonstratedifferingproficienciesdependinguponthe
communicaSvemodeinwhichtheyarefuncSoning
(interpersonal,interpreSve,orpresentaSonal)andthelanguage
theyarestudying.
Strand A reflects the InterpreFve Mode of communicaFon, in
which students demonstrate understanding of spoken and
wriUen communicaSon within appropriate cultural contexts.
Examplesofthiskindof“one-way”readingorlisteninginclude
cultural interpretaSons of printed texts, videos, online texts,
movies,radioandtelevisionbroadcasts,andspeeches.Beyond
t h e N o v i c e l e v e l , “ i n t e r p r e t a S o n ” d i ff e r s f r o m
“comprehension”becauseitimpliestheabilitytoreadorlisten
“betweenthelines”and“beyondthelines.”
StrandBreflectstheInterpersonalModeof
communicaFon,inwhichstudentsengageindirect
oraland/orwriUencommunicaSonwithothers.
Examplesofthis“two-way”communicaSon
includeconversingface-to-face,parScipaSngin
onlinediscussionsorvideoconferences,instant
messagingandtextmessaging,andexchanging
personalleUersore-mailmessages.
StrandCreflectsthePresentaFonalModeof
communicaFon,inwhichstudentspresent,
orallyand/orinwriSng,informaSon,concepts
andideastoanaudienceoflistenersorreaders
withwhomthereisnoimmediateinteracSon.
Are you selecFng culturally authenFc materials based on
student proficiency level? In ImplemenSng Integrated
Performance Assessment, Adair-Hauck, Glisan, & Troyan offer
more current consideraSons suggesSng that instructors should
choosematerialsbasedon“CALL-IT”:
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Context
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Age,
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LinguisScLeveland
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ImportanceofTask
alwayskeepinginmindthatitisthetaskthatshouldbeedited
notthetext.
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Use the understanding of the standards and
performance levels to analyze the
appropriateness of class learning targets.
Choose a performance level. Think of
examples of assessments that would capture
student performance at the level in your
classroom. Share out!
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Identify 3 key signs that your students are
moving out of a current level and moving
toward the next level?
Talk to your partner. What can you do
differently next time?
Share out!