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How Proficiency-Based Learning and Assessment Works

This presentation is meant to show how proficiency based activities and assessment help students increase their language skills.
by

Michael Kluemper

on 16 November 2012

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Transcript of How Proficiency-Based Learning and Assessment Works

Obstacle 1 Obstacle 2 Obstacle 3 We can Do it! Start We as students come to your classrooms to learn how to speak world languages? At the Intermediate level, we DO NOT consistently create perfectly-formed short and basic sentences. If we are risk-takers we include more descriptive language, elaboration and details. How well am I understood?
How well do I understand? When we clearly see to improve our proficiency, they can work toward that improvement; we enjoy the learning experience and revel in our newly-expanded communicative abilities. How Proficiency-Based
Learning and Assessment
WORKS Language learners know that tenses, punctuation, and perfection are important, and that teachers usually feel that these things are really important. As learners, we excel in the target language when teachers focus on showing us how to really communicate? Don't TELL us what to do and not to do, but TEACH us to think critically about the language we've chosen? Show us how to prioritize and ACTIVELY MAKE CHOICES as well as to be deliberate in increasing our language sophistication. What Language do we use?
(Vocabulary) How do I use language?
(Function and Structure) We need to think "How do i use the language?" Actively increasing vocabulary, and deliberately expanding usable forms and structures, leading to make fewer mistakes and increase how well they are understood and how well they understand. As teachers, what is our ultimate goal for our students? Grammar and vocabulary have their place in teaching and assessment, but this approach does not always work effectively, especially for "B" and "C" level students? *Deliberate, careful, and conscious choices are key to good decisions students make.

*Talk to us about what task we should be able to do
at the end of the lesson/unit.

*Let us make decisions about the words and structures we'll need to succeed. Show us what we need to do through performance based rubrics. What do we need to improve our:
*variety of words and expressions
*how well we elaborate
*the depth we can reach within topics How much vocabulary is too much?
~This depends on us as individuals.
Don't make the decisions for us, but give us the responsibility for prioritizing.
Let us decide what works for us and what we can handle.
Differentiate. "A" level students will do whatever they need to for that letter grade, but what about the rest of us?
(life skill) "In standards-based world language classroom, the instructional focus is on function and not the examination of irregularity in complex grammatical paradigms about the target language. Language structures should be addressed inasmuch as they serve the communicative task and not as an end goal unto themselves." ~AP French Language and Culture Course and Exam Description, 2011 Vocabulary Function and Structure Comprehensibility
and Comprehension Show us how WE can improve WHAT WE do and HOW WELL WE do it?
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