Spanish language and culture nine-year program : grade 6 classroom assessment materials PDF
Preview Spanish language and culture nine-year program : grade 6 classroom assessment materials
^ U - Ps\_. ^ V ^ CL - Spanish Language and Culture Program Nine-'year Classroom Assessment Materials Grade 6 2010 Government ofAlberta EdiJoatiDP ALBERTAEDUCATION CATALOGUINGINPUBLICATIONDATA Alberta. AlbertaEducation. Curriculum Sector: Arts, Communications andCitizenship. Spanish language andculturenine-yearprogram grade 6classroomassessmentmaterials. : Series: International languages. ISBN 978-0-7785-9067-5 1. Spanishlanguage-Studyandteaching (Elementary)-Alberta. 2. Education-Alberta-Curricula. 3. Spanishlanguage-Outlines, syllabi, etc.-Alberta. I. Title. II. Series: Internationallanguages. PC4112A333 S735 2010 460 Forfurtherinformation, contact: Thisresource is availableontheAlberta EducationWeb siteat AlbertaEducation http://education.alberta.ca/teachers/progr CurriculumSector: Arts,Communicationsand am/interlang/assessment.aspx. Citizenship 8thFloor,44CapitalBoulevard NW 10044-108 Street Edmonton,Alberta T5J5E6 Telephone: 780-427-2984inEdmontonor toll-freeinAlbertabydialling310-0000 Fax: 780-422-0576 Theprimaryaudienceforthisresourceis: Teachers Administrators Students Parents Copyright©2010,theCrowninRightofAlberta,asrepresentedbytheMinisterofEducation. AlbertaEducation,CurriculumSector: Arts, CommunicationsandCitizenship,44CapitalBoulevard, 10044- 108 StreetNW,Edmonton,Alberta, Canada,T5J5E6. Everyefforthasbeen madetoprovideproperacknowledgementoforiginalsources. Ifcasesareidentified wherethishasnotbeendone,pleasenotifyAlbertaEducationsoappropriatecorrectiveactioncanbetaken. Permissionisgivenbythecopyrightownertoreproducethisresourceforeducational purposesandona nonprofitbasis, withtheexceptionofmaterialscitedforwhichAlbertaEducationdoesnotowncopyright. Acknowledgements AlbertaEducationgratefullyacknowledges Edmonton SchoolDistrictNo. 7 forwritingcontributionsand languagevalidationoverthecourseofthedevelopmentoftheSpanishLanguageandCultureNine-year Program ClassroomAssessmentMaterials, Grade 6. TheformerLearningandTeachingResourcesBranchstaffinvolvedinthedevelopment,productionand distributionofthis guide includes: JoanEngel ActingDirector GregBishop AssistantDirector, Resource Development AlanChouinard AssessmentManager, InternationalLanguages RonSperling CurriculumManager ShaunaEwen CurriculumManager Andres Sanchez SpanishEducationAdvisor KimBlevins DocumentProductionCoordinator JackieMosdell Editor LeeHarper DesktopPublishing DianneMoyer DesktopPublishing LibyaPantelyuk DesktopPublishing EstherYong DesktopPublishing SandraMukai Copyright SpanishLanguageandCulture9YClassroomAssessmentMaterials (Grade 6) Acknowledgements/iii ©AlbertaEducation,Alberta,Canada 2010 iI> - iv/ ' .. ; 2010’ , -51 Table ofContents Purpose 1 AbouttheAssessmentMaterials 1 HowandWhentoUsetheAssessmentMaterials 2 PrinciplesofEffectiveClassroomAssessment 3 TimeCapsule 5 • A-1.1 sharefactual information • A-2.1 shareideas, thoughts, opinions,preferences • A-6.3 personalenjoyment JuniorHigh SchoolVisit 10 • A-2.1 shareideas, thoughts, opinions,preferences • A-4.1 managepersonalrelationships PoetryDay 15 • A-2.1 share ideas,thoughts, opinions,preferences • A-6.2 creative/aestheticpurposes PrivilegesandResponsibilities 21 • A-2.1 shareideas,thoughts, opinions,preferences • A-3.2 statepersonalactions AskingaboutFeelings 26 • A-2.2 shareemotions, feelings DailyPhysicalActivity 31 • A-3.1 guideactionsofothers • A-3.3 manage groupactions • A-6.1 humour/fun CheckYourCalendar 37 • A-3.2 statepersonalactions • A-4.1 managepersonalrelationships Year-endCelebration 42 • A-3.3 managegroupactions VolunteerAppreciation 47 • A-5.1 discoverandexplore • A-5.2 gatherandorganize information WhereWeLive 52 • A-5.2 gatherandorganizeinformation ResolvingClassroomConflicts 57 • A-5.3 solveproblems • A-5.4 exploreopinionsandvalues SpanishLanguageandCulture9YClassroomAssessmentMaterials (Grade6) Table ofContents/v ©AlbertaEducation,Alberta,Canada 2010 Lunch-hourIntramurals 62 • A-5.4 explore opinionsandvalues Twin Cities 67 • GC-1.1 accessing/analyzingculturalknowledge • GC-2.3 awarenessofownculture • GC-3.1 the Spanish-speakingworldandcultures GettingReadyforanE-pal 72 • GC-1.1 accessing/analyzingculturalknowledge • GC-1.2 knowledgeoftheculturesofthe Spanish-speakingworld • GC-1.5 valuingtheculturesofthe Spanish-speakingworld GoodHosts 77 • GC-1.3 applyingculturalknowledge • GC-1.5 valuingthecultures ofthe Spanish-speakingworld GenerationGap 82 • GC-1.4 diversitywithinthecultures ofthe Spanish-speakingworld • GC-2.3 awarenessofownculture PickaWord 87 • GC-2.1 awarenessofownlanguage(s) • GC-2.2 generallanguageknowledge WhoAreWe? 92 • GC-2.4 generalculturalknowledge • GC-2.5 valuingdiversity • GC-2.6 interculturalskills ExchangeApplication 97 • GC-2.4 generalculturalknowledge • GC-3.2 culturalandlinguistic diversity A DifferentPerspective 102 • GC-2.5 valuingdiversity • GC-2.6 interculturalskills ChamberofCommerce 107 • GC-3.1 the Spanish-speakingworldandcultures • GC-3.2 culturalandlinguistic diversity vi /Table ofContents Spanish Language andCulture 9YClassroomAssessmentMaterials (Grade6) 2010 ©AlbertaEducation,Alberta,Canada Classroom Assessment Materials Grade 6 Spanish Language and Culture Purpose Thisdocumentisdesignedtoprovideassessmentmaterials forspecificGrade6 outcomes inthe Spanish LanguageandCultureNine-yearProgram, Grades4-5-6. Theassessmentmaterialsaredesignedforthe beginnerlevelinthecontextofteaehingforcommunicativeeompetence. Grade 6 learningoutcomes fromthe SpanishLanguageandCultureNine-yearProgram, Grades4-5-6 providedthebasisforthedevelopmentoftheperformancetasksandaccompanyingevaluationtools in thisdocument. Theseassessmentmaterialsareintendedtobe closelylinkedtoclassroompractices and arealignedtothegeneralandspecificoutcomesforGrade 6. About the Assessment Materials Theassessmentmaterials ineludedinthisdoeumenteonsistofperformaneetasksthatareaccompaniedby avarietyofevaluationtoolsthatteaeherseanusetogatherevidenceandinformationaboutstudent progress andaehievement. Theseassessmentmaterials focusonthe specificGrade 6 outeomesfromtheApplicationsand Global Citizenshipeomponentsinthe SpanishLanguageandCultureNine-yearProgram, Grades4-5-6. These speeiflcoutcomesareidentifiedasPrincipalOutcomes ineachoftheperformaneetasks. Specifle outcomesfromtheLanguage CompetenceandStrategiescomponentsthatsupportthePrincipal Outcomes, andareaddressedintheperformancetasks, are listedas SupportingOuteomes. AssessmentforLearning andAssessment ofLearning Thepurposes ofassessmentcanbedividedintotwocategories: assessmentforlearningandassessment oflearning. Assessmentforlearning, alsoreferredtoas formativeassessment, iseharaeterizedbytheongoing exchangeofinformationaboutlearningbetweenteaeherandstudentandbetweenstudentandstudent. It providesinformationaboutstudentprogress, allowingtheteachertomakeadjustmentstobestmeetthe learningneedsofanindividualstudentoranentireclass. Assessmentforlearninginvolves specific, descriptivefeedbaekbutisnotineludedinaperformancegrade. Assessmentforlearningpromotes students’ understandingofhowtheyaredoinginrelationtolearningouteomesandeompetence insetting personallearninggoals. Ifstudents aretobecomecompetentusersofassessmentinformation,theyneed tobeineludedintheassessmentprocess. SpanishLanguageandCulture9YClassroomAssessmentMaterials (Grade 6) Introduction/ 1 ©AlbertaEducation,Alberta,Canada 2010 Assessmentoflearning, alsoreferredtoas summativeassessment, cheekswhata studenthaslearnedata givenpointintime. Itmostoftenoccurs attheendofaperiodofinstruction, e.g., aunitorterm. Assessmentoflearninginformationisdesignedtobesummarizedinaperformance gradeandsharedwith students, parents andothers outsidethe classroomwhohavearighttoknow. Teachersmakeprofessionaldecisionstodeterminewhichtypeofassessmentstrategyismostappropriate atanygiventime duringthe instructionalcycle. How and When to Use the Assessment Materials • Performancetasks andtheiraccompanyingevaluationtools inthisdocumentareorderedaccordingto theApplicationsandGlobalCitizenshipoutcomestheyaddress. Theyarenotintendedtobefollowed insequentialorder. • Teachersmayusetheassessmentmaterials atanypointduringthe schoolyeartogatherinformation abouthowwellstudentsperforminrelationto specific outcomesfromtheprogramofstudies. • Teacherscanchoosewhichoftheevaluationtoolstheywillusewiththeirstudents. Itisnotintended thatteachersuse allevaluationtools includedinthisdocument. • Theassessmentmaterialsaredesignedtobeusedforthepurposesofassessmentforlearning (formative). • Performancetasks andtheiraccompanyingevaluationtools shouldbeadaptedaccordingtothe languageabilities,needsandinterestsofstudents. • Itisexpectedthatteacherswillusetheinformationtheycollectinassessmentstoprovide students withongoingfeedback, setlearninggoals anddetermineareasforfurtherinstructionandintervention. Assessmentofthe Strategies Outcomes As studentsprogressthroughtheyear,they shoulddevelopanawarenessofarangeofstrategiesand begintoapplythemtoassisttheirlearningofthetargetlanguage. As students engageintheperformance tasks, itisrecommendedthatteachersnote students’ emergingawarenessoflanguagelearningand languageusestrategiestoassisttheircomprehensionandenhancecommunication. Theperformancetasksinthis documentprovide studentswithexperiencesthatencouragethemtouse a varietyofstrategies; e.g.,usinggesturestoaidcomprehension, askingforclarificationandworkingwith othersto completeatask. Strategiesthathelp studentscompletetheperformancetasksarelistedinthe SupportingOutcomes sectionofeachperformancetaskdescription. Students’useofstrategies canbeevaluatedbystudentsthroughself-assessmentandbyteachers asthey observeandconferencewithstudents. 2/Introduction SpanishLanguageandCulture 9YClassroomAssessmentMaterials (Grade6) 2010 ©AlbertaEducation,Alberta,Canada Principles ofEffective Classroom Assessment • Assessmentisongoing Assessmentis acontinuousprocess inwhichteachers gatherinformationaboutstudentlearningand consideritastheyplaninstruction. Ongoingstudentassessmentfacilitatesdecisionsonhowtobest supportstudentlearningwhilestudentsworktowardachievingtheoutcomes intheprogramof studies. Assessmentandevaluationprovidefeedbacktoteachers, studentsandparentsaboutstudent learning. Thegoalofthis feedbackistohelpimprove students’ futureperformance. Theassessmentprocess hasnobeginningorend; itisacontinuousprocessthatenhancesteachingandlearning. • Assessmentemploys avarietyofstrategies “Themostaccurateprofileofstudentachievementisbasedonthefindingsgatheredfromassessing studentperformanceinavarietyofcontexts.”* Whenteachersuseavarietyofassessmentstrategies, theyareabletocommunicateaboutstudentperformance inarangeofoutcomes intheprogramof studies. • Assessmentcriteria areclearlycommunicated Assessmentcriteriadescribewhatstudentsareexpectedtodotomeetintendedlearningoutcomes. Assessmentcriteria,writteninage-appropriate language, arecommunicatedto studentsbeforethey beginanyassessmentactivity. Sharingcriteriawithstudentsempowersthemtomonitortheirlearning andtellothers abouttheirprogress. • Assessmentinvolvesstudents Involve students inidentifyingtheirlearningneedsandgoals. Facilitate self-assessment,peer assessment, conferencingandgoalsettingtoenhance learningandtoallow studentstobecome effectiveusersofassessmentinformation. • Assessmentdemonstratessensitivitytoindividualdifferences Assessmentimpacts studentmotivationandself-esteemand,therefore,needstobe sensitivetohow individualstudentslearn. Assessmentfocusesonastudent’sprogressandgrowthinrelationto specificoutcomes. Informationis sharedwithstudents andparentstocompareastudent’s performancewithhis orherpreviousperformances. Thisinvolves ongoingspecificanddescriptive feedback, i.e.,verbalorwritten,thathighlights studentstrengthsandsuggests goals forimprovement. Insummary, effectiveclassroomassessment: • addresses specific outcomesintheprogramofstudies • shares intendedspecificoutcomeswithstudentspriorto instruction • assessesbefore, duringandafterinstruction • employsavarietyofassessment strategiesandevaluationtoolstoindicate studentachievement • grounds assessmentwithincontextsthataremeaningfulto students • sharescriteriawithstudentsbeforeassessmentactivitybegins • provides fi*equentanddescriptive specificfeedbackto students • facilitates students’ communicationwithotherswhohavearighttoknowabouttheirprogressand achievement • ensures students candescribewhatcomesnextintheirlearning. 1. AlbertaAssessmentConsortium,AFrameworkforStudentAssessment(Edmonton,AB:AlbertaAssessmentConsortium, 2005),p. 18. SpanishLanguageandCulture 9YClassroomAssessmentMaterials (Grade 6) Introduction/3 ©AlbertaEducation,Alberta,Canada 2010 — Thefollowingchart^clarifiesthedifferencesbetweenassessmentoflearningandassessmentforlearning. AssessmentforLearning AssessmentofLearning (formativeassessment) (summativeassessment) Checks learningtodecidewhattodonext,then Checkswhathasbeenlearnedtodate provides suggestions ofwhattodo; teachingand learningare indistinguishablefromassessment Is designedtohelpeducatorsand students Isdesignedforthe informationofthosenot improve learning directlyinvolvedindailylearningandteaching (e.g., schooladministration,parents, school board,AlbertaEducation,post-secondary institutions) inadditiontoeducatorsandstudents Isusedcontinuallytoprovidedescriptive Ispresentedinaperiodicreport feedback Usuallyuses detailed, specific anddescriptive Usuallycompilesdataintoasinglenumber, score feedback, inaformalorinformalreport ormarkasaformalreport Isnotreportedaspartofanachievementgrade Isreportedaspartofanachievementgrade Usuallyfocuses onimprovement, comparedwith Usuallycomparesthe student’s learningwith the student’spreviousbest otherstudents’ learning, e.g.,norm-referenced makinglearninghighlycompetitive, orthe standardfo—ragrade level; e.g., criterion- referenced makinglearningmorecollaborative and individuallyfocused Mustinvolvethe student Doesnotalways involvethe student 2.AdaptedfromRuthSutton,unpublisheddocument,2001,inAlbertaAssessmentConsortium,Refocus:LookingatAssessment forLearning(Edmonton,AB:AlbertaAssessmentConsortium,2003),p.4. 4/Introduction SpanishLanguageandCulture 9YClassroomAssessmentMaterials (Grade6) 2010 ©AlbertaEducation,Alberta,Canada
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