I’ve finally done it!! Thanks to @srtabarragan and @tmsaue1, I have finally set Performance targets for each of my courses, and I have a rubric to accompany them!
Performance targets for each year of language
Students at my middle school are able to take 2 or 3 years of Spanish, depending on whether they begin in sixth or seventh grade. The courses are titled Spanish 1A, Spanish 1B, and Spanish 2A, and each course meets daily for between 45-55 minutes.
TARGETS SHOULD BE EASILY ATTAINABLE
Because we know that language acquisition is subconscious and that everyone acquires language at a different rate, it would be unjust for me to set targets that force my students to ‘aim high’. The targets that I settled on are easily attainable for ALL students that attend class regularly:
- Year 1 – Novice Mid
- Year 2 – Novice High
- Year 3 – Intermediate Low
To set the targets, I reflected on what most of my students are usually able to do and then compared it with standards from other schools around the nation. I love having the chart that @srtabarragan designed, because it shows students that being “proficient” at any given level does not mean that you have reached the summit: there is always a next step. I used Crystal’s document format, Thomas’ proficiency level blurbs, and Kelly Daugherty’s bicycles to create my version. If you’d like an editable version, you can download it here.
I can’t wait to present this to my students with @musicuento’s Proficiency & Tacos plan!!
37 replies on “Performance Targets”
Awesome fusion of documents going on here. Seems like you’ve got the L1 chart down! I’m also excited to share this with my students. We start school on the 27th. I hope all goes well!
ms bex, you are a blessing and a genius! thank you so much for sharing your work with the online community…you certainly have made my life a lot easier! sincerely, ma. t.
Thanks so much for sharing! Would you mind sending me the editable version? Gracias!
I’ve been thinking over all the wonderful versions of assessment guidelines that you mentioned trying to fuse them together somehow. Your adaptation is brilliant! And since the e-mail link didn’t work for me, I’m asking you here to please e-mail me editable version in Pages or Word. Merci mille fois!!! I’ll have to extend it a few levels but it’ll be a piece of cake after all the work you’ve done. Thank you so much for sharing!
All thanks goes to Crystal Barragán! She created the original document, and I just expanded the first column to include the written descriptions of the proficiency levels. I’ll send it straight away!
Oops! I don’t have your email…email me and I’ll reply with the docs! firstname.lastname@example.org
As everyone else has said . . THANK YOU so much! This is incredible and a great start. When I thought of “Data Driven Language” I was always lost. This really helps. I’d love the editale version (LPilgreen@wcpss.net).
Also, I couldn’t get the Proficiency and Tacos link to work. It comes back to this Home page. Any ideas on how to find it?
Here is the P&T Link: http://musicuentos.com/2011/06/proficiency-tacos/#.UCa846pH89w.wordpress , and I will email the file to you!!
This is WONDERFUL!!! Please send me the editable documents to : Elena.lopez@ Lcs. K12.wi.us. Mil gracias 🙂
This is awesome!!! Please send editable documents. Mil gracias
this is just amazing..please send me editable copy. Rbon30@gmail.com
What they said. Well done. You are a gem that keeps making better lives for all of us.
What a great contribution, thank you, Martina. I am looking at the ACTFL Proficiency Guidelines 2012. Have you generalized the proficiency levels to match all four skill areas? Am I missing something or are they more output oriented? Thanks for sharing.
Hi Carol, you aren’t missing anything. I use these rubrics for speech and writing. I don’t have similar rubrics for listening or reading…yet 🙂
Do you have a separate rubric for each of the levels you mention? I see that the chart above is for 2A – I’d love to see the rubric for Spanish A.
Yes, click on the image to access the file, which contains 3 different rubrics.
First, I’ve never commented before, so I want to thank you for all that you do. Your site is a goldmine.
Second, the actual question. In the level 1 rubrics, “Novice Low” takes up more than one letter grade level. Do you differentiate between a C and a D, or does a Novice Low student just get a C regardless? If you do differentiate, how?
Great question. I do, but I suppose I don’t have an explicit way to describe it other than with the proficiency terminology, if students are ‘Emerging’ (still far from Proficient), that translates to a D in the grade book, whereas if they are Developing (close to Proficient), that translates to a C in the grade book. Either way, they are below the goal of Novice-Mid proficiency; some are just closer to it than not.
Are these the only rubrics you use for grading? For example, you do not have different rubrics for reading, writing, and speaking?
Hi Martina – Thank you, thank you, thank you for sharing all of your hard work with the rest of us! I’m incorporating more CI and TPRS into my Spanish 1 & Spanish 2 curricula this year and your resources have given me the confidence to do it! It’s been quite a while since you originally posted these rubrics, I’m wondering if you now have rubrics for reading and listening?
Not that I have published. Adding to my to-do list
This would be wonderful! I would love to have both the input and the output versions. Or learn how to create them myself. 😉
Sorry to bring back on old post but, did you ever have issues with admin or parents about the “high” percentage values for the different proficiency targets?
My admin fears the kickback I would receive from parents because all they see is a higher number of accountability when comparing to the tradition grading scale of my peers. For example, last year I got parents saying “your class is not honors, why is it so high?”
I understand the system and I’ve been using it since last year but I always have trouble convincing others to see that it’s performance based. I assign a number so they can have something tangible to understand their grade with.
Another question I have come across…how did you determine your proficiency target for each level – were they set by your District/State, or do you have justification for how you determined them yourself? It’s not that I disagree with them, but I’ve had some push back giving me the impression that others believe these expectations are too high… :-/
Your work helps all of us so much. Would you please send me the editable version as well.
Hi! Would you recommend using a different rubric for heritage students or the same?