For most language teachers, the primary “bread and butter” of our course is Communication. This year, in my quest to be more standards-based in my instruction as well as more proficient at communicating the standards to my students and their parents, I have had several things on my mind.
First, I realize that there are now 3 modes rather than 4 skills. How often and in how many different ways should I be assessing students in each mode? How do you do it?
I’d really like some more ideas and to collaborate with some of you on how you assess the various modes in your classroom!
In Spanish 2, here is what my class will look like in terms of the modes:
Song quizzes every 1 1/2 – 2 weeks. After studying a song, students take a cloze quiz and are also asked to interpret the meaning of various words in context.
Commercials. We will do cloze listening activities with a variety of commercials.
Myths, legends, and stories project. Students will select from a variety of audio clips of different myths, legends, and stories. They will use the audio as the basis of a video project in which they select or create appropriate images for the audio.
Identifying pictures. After learning the story of Jorge el curioso va a la fábrica de chocolate, students will view several pictures from the book, listen as I read descriptions of the pictures, and they will select the picture I am describing.
We will read a total of 4 novels in the class. Students will read and take quizzes recalling the information they have read.
Students will complete a “Choice board” project in which they choose from a variety of options in which they demonstrate their comprehension of the reading.
Students will write an in-class narrative based on a picture.
Students called Google Voice and described pictures from a story we had learned in class.
Students will discuss what they did over the weekend with classmates each Monday. They will have assessments in which they use Google voice to record several of these conversations.
Students listened to a guest speaker from Perú. They formed questions for her with a partner and asked her the questions.
I’d like to have my students write to our new Peruvian friend (who is an English teacher there) and ask her students some questions!