[ola] Re: [ola] Re: rubrics, please
- From: "arnoldb@xxxxxxxx" <arnoldb@xxxxxxxx>
- To: ola@xxxxxxxxxxxxx
- Date: Wed, 13 Mar 2013 18:28:04 -0500
Wish I could.
Arnold
Sent by T mobile 4G
----- Reply message -----
From: "rogers.dr" <rogersdr25@xxxxxxxxx>
To: "ola@xxxxxxxxxxxxx" <ola@xxxxxxxxxxxxx>
Cc: "ola@xxxxxxxxxxxxx" <ola@xxxxxxxxxxxxx>
Subject: [ola] Re: rubrics, please
Date: Wed, Mar 13, 2013 5:33 pm
Hello all! Am loving this conversation. If anyone would like to join today, 'in
person', we will be sharing rubrics & discussing these issues in our Wednesday
gotomeeting today at 8pm EST. Please join if you are able!
Looking forward to more conversation.
-d :)
Enviado desde mi iPhone
El mar 13, 2013, a las 10:49 a.m., Nanosh Lucas <nanoshlucas@xxxxxxxxx>
escribió:
Thanks, all. This discussion is very helpful to me.. Here are those performance
guidelines, I believe.
http://www.actfl.org/publications/guidelines-and-manuals/actfl-performance-descriptors-language-learners
After looking at resources that have been thrown my way, I'm convinced that
collaborating with students on creating slightly more specific rubrics with
student-created wording (I dig the aapl site for that) is the way to go. The
process allows both student and teacher to prioritize based on what is going on
in the class, and it allows us to familiarize ourselves with the proficiency
guidelines. For example, students in one class felt eye contact was important.
When I pushed them, they came to the conclusion that eye contact is an
important part of engaging the audience, so we changed it to a category called
"audience engagement." We then eliminate value-laden and meaningless
phraseology, supplanting them with measurable behaviors by removing almost all
adjectives - "maintains excellent eye contact" turns into something like
"Frequently looks at people from the neck up. Scans the room. Responds to
audience's body language by changing posture, inflection, or nearness to
audience members when appropriate." Students now have an objective to work
toward and specific behaviors that will increase the effectiveness of a
presentational assignment. Whatever grade you assign each column is more of an
issue within your school, I suppose.
I'll send out what I have shortly. It is not the most exciting conversation
I've had with students, so we are taking a short break from it. But a colleague
recommended having students do a pre-activity making funny rubrics that used
specific language to describe whatever criteria they'd described (Superheroe -
tight spandex, logo, clean underwear on the outside, cape, vibrant colors,
mask, attractive). That turned out to be fun, but the resulting discussion went
back to being a little dry in some classes.
Looking forward to reading more ideas on this,
Nanosh
On Mar 13, 2013, at 8:43 AM, Arnold Bleicher <arnoldb@xxxxxxxx> wrote:Good
point Carrie. Yet the Performance Descriptors are based on the Proficiency
Guidelines but are incremental steps along that path. Performance is more
closely tied to classroom curricula where proficiency is not.
And just because it might be a challenge to make the switch from grading to
performance outcomes does not mean it's not worth the continued fight to do so.
Like I said, we have to keep pushing that door open and it takes time and
persistence.
arnold
From: Carrie Duff <cduff@xxxxxxxxxx>
Reply-To: OLA Listserve <ola@xxxxxxxxxxxxx>
Date: Wednesday, March 13, 2013 5:52 AM
To: OLA Listserve <ola@xxxxxxxxxxxxx>
Subject: [ola] Re: rubrics, please
Let's not forget the ACTFL Performance Guidelines for K-12 learners which are
more geared for rubric creation than the Proficiency Guidelines. The former
are designed to set learning goals and tangible outcomes, the latter for
assessing performance of learners
in real-life situations. The Performance Guidelines provide a lot of rich
language for distinguishing progress in Interpersonal, Interpretive and
Presentational tasks.
Carrie
On Mar 13, 2013, at 8:32 AM, Ashley Uyaguari wrote:Hi all,
We've been working on this at our school too. The tough part is that our
schedule is by grade, so we see kiddos in 6th grade, 7th grade and 8th grade.
Some kids in 8th grade, for example, are new to the school and have never had
Spanish before. Also, everyone
has had different past experiences with Spanish.
The way I'm dealing with it now is charting individual student progress with
individual student goals. If a student starts at an NL in 7th grade, his/her
goal is NM by the end of the year to earn an A.
While if a student starts at NH, I'll want to see progress toward IL (I'm still
learning how long that might actually take them). This is the first year that
I'm working with the ACTFL levels so it's tricky. And although it's not ideal
to have the kiddos
all mixed in together, I think it can still work. So far, kiddos are still
making their own progress. I've had to do differentiating for homework and
class expectations for output, but we're still able to work together as a
community.
Now that we are all doing OLA at our middle school and students are having
similar experiences in each grade level, the hope is that we should have more
students at the same level each year (except the arrival of new students, which
will not change at
this charter school). At the high school they will have more luck separating
classes by level. _______________________________Additionally, I agree with
Arnold that if a student meets the goal set for him/her, he or she should earn
an A (Or a "P" at my school). Especially when we're talking about language
acquisition which isn't something that can be controlled like some other
learning; it's a process that takes time.
I also wonder about situations like this: if a student exceeds expectations by
moving from an NL to almost an NH in one year, but then the next year her
acquisitions slows down a little bit. She does still improve and develop within
NH proficiency, but
does not meet the next level yet. What do you do? If you look at her growth for
two years, she is exceeeding expectations. But, for only the second year, it
may appear that she's not.
My thought is that it would be difficult for all students to continue to exceed
expectations year after year even if they are excellent students and
consistently demonstrate growth. Doesn't that growth merit an A? Does that
make sense?
This is a very interesting conversation. Thank you for all of your ideas.
-Ashley
Carrie DuffFrancis W Parker Charter Essential School49 Antietam StreetDevens,
MA 01434cduff@xxxxxxxxxx
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