I spread out the rubrics on my desk, and listen in as much as possible. I check off what I hear the students saying (asking questions, memorized phrases, series of sentences...). Usually I can assess the more advanced students more quickly, and then spend most of the class capturing what the middle of the pack and lower producing students are saying. It usually takes the whole hour. I rotate the students around to different pairings or groups of threes with different prompts each time. I'm sure to leave the prompts open (what's your family like? etc.) so that they can say as much as they can. In most cases, towards the end of the hour, I find myself needing to hear more from a few students, so I call them over and we have a small group conversation together as I try to pull something out of them. I have attached the rubric I have used. It's a bit wordy, but it gives the students a lot of feedback. It comes from the ACFTL Performance Guidelines. I give the students structured time to read the feedback, and then have them write 3 things they can do on the back as a reflection. Hope this helps! -Amanda Amanda Miller Division 1.3 Spanish Teacher The Francis W. Parker Charter Essential School & Sizer Teachers Center Devens, Massachusetts AMiller@xxxxxxxxxx ________________________________ From: ola-bounce@xxxxxxxxxxxxx [ola-bounce@xxxxxxxxxxxxx] on behalf of Emily Gerstner [emilygerstner@xxxxxxxxx] Sent: Friday, January 24, 2014 12:15 PM To: ola@xxxxxxxxxxxxx Subject: [ola] Logistics of assessing speaking in class Hi all, I'm positive that this is a topic that has come up before, but I can't find it as I'm looking through old emails. How do you make speaking assessments more efficient in your classes than working one-on-one or with small groups? How do you keep other students engaged in something meaningful, or how do you assess more students at once? Thanks! Best, Emily
Attachment:
Interpersonal Draft.docx
Description: Interpersonal Draft.docx
