Communicative Modes
Which of these is NOT an interpretive communication activity?
a. Playing Simon Says
b. Making a reservation for a restaurant over the phone
c. Reading a text message
d. Watching a movie
b. Making a reservation for a restaurant over the phone (interpersonal)
How many levels of proficiency are included in the ACTFL Proficiency Guidelines (2012)? (Extra points if you can name each level!)
Five: Novice, Intermediate, Advanced, Superior, Distinguished
True or False: Assessment tasks can be revised over time once they have been created.
True: Assessment tasks should be revised if needed to match student proficiency levels and learning goals
What is one benefit of using a rubric?
-It improves consistency and reduces bias
-It promotes shared expectations across teachers
-It helps teachers and learners clarify goals
-It helps teachers monitor progress over time
-It makes grading easier and faster
What do rubric descriptors provide information about?
What characterizes performance at each level.
Which of these is NOT an interpersonal communication activity?
a. Participating in a job interview
b. Posting comments on a blog or online forum
c. Bargaining for items at a store
d. Writing a short story
d. Writing a short story (presentational)
How can the NCSSFL-ACTFL Can-Do Statements (2017) be helpful for teachers?
They can support teachers in identifying and setting learning goals across communicative modes.
Name one nonverbal method of making input more comprehensible to learners.
-Gestures
-Facial expressions
-Demonstrations
-Routines
-Pantomime
-Graphics/Visuals
What type of rubric provides separate ratings for multiple components?
Analytic
How many levels do most rubrics have?
3, 4, or 5
Which of these is NOT a presentational communication activity?
a. Ordering at a restaurant
b. Creating a vlog
c. Filling out a complaint form
d. Posting an online ad about items for sale
a. Ordering at a restaurant (interpersonal)
True or False: The ACTFL Performance Descriptors (2012) for interpersonal communication include information about how strong a student's accent should be at different proficiency levels.
False: Accent is not an area of focus in the ACTFL Performance Descriptors (2012)
What does it mean for a task to be contextualized?
The task provides information appropriate for students' ages and proficiency levels, and students can easily imagine the situation described.
Name one situation where you might want to use a checklist instead of a rubric.
-Self-assessment
-Peer assessment
-For shorter tasks with less levels of performance
What should you review before selecting criteria for your rubric?
Your learning objectives and the ACTFL standards
Name something learners can use to help them infer what the meaning of a passage is during interpretive communication.
-Context
-Presenter/Author
-Language
-Culture
What proficiency level does the following list of task functions describe?
Ask and respond to simple questions (present tense), conduct simple transactions, can speak about self
Intermediate
How can teachers use tiering to differentiate an existing task for students who need more support?
By finding or creating a lower-tier task with more visuals, instructions, and/or scaffolding
What is something that might be included on an interpersonal communication rubric, but not on an interpretive communication rubric?
-Fluency
-Language/Vocabulary Use
-Quality of Communication
What should you do first when you wish to adapt an existing rubric?
Choose a rubric from a reputable source that is used to measure similar skills to the ones you want to measure in your assessment
Name something that learners should make intentional choices about when engaging in a presentational communication activity.
-Genre
-Cultural norms
-Audience needs and expectations
What proficiency level does the following list of task content describe?
School and work, public and personal interests, detailed description beyond self
Advanced
The SCRAP model can be helpful when designing performance tasks. What does one letter in SCRAP stand for and how can it help in designing performance tasks?
Situation-Challenge-Role-Audience-Product
What does "impact" refer to on a presentational communication rubric?
How well audience interest is maintained
What is one question you should ask yourself when selecting criteria for your rubric?
-Are they observable?
-Are they measurable?
-Are they distinct from each other?
-Are all criteria important?
-Will students understand them?