“I can” writing assessment: Choose your target proficiency level

For my student’s writing assessment today, I allowed them to “choose their target”. I gave them the expectation for what Advanced, Proficient, and Developing skill level would look like and let them choose how to proceed. Proficiency-based Performance Assessment All assessments in my classes are Performance assessments that are proficiency-based. Remember that Proficiency is what…

Read More

Partner Listening Quiz

As Carol Gaab would say, our brains crave novelty! We need new experiences to remain engaged. She shared this assessment (or something like it, at least) with us at our most recent TPRS course webinar. Divide students into pairs (working with shoulder partner is preferable). If there is an odd number, one group can have…

Read More

Las aventuras de Sammy

DAY ONE Objective: Students will discuss adventure as it relates to their lives and the lives of others. Campanada: Students write their responses to these questions using complete sentences in Spanish upon entry. ¿Quién tiene mucha aventura en su vida? Escribe una lista de personas. – Who has a lot of adventure in their lives?…

Read More

Daily Schedule

I saw this idea on Jody’s blog. I always wrote the daily schedule as a list of one or two word things in Spanish. For example: Campanada Discusión Canción Cuento However, Jody has a much better way of doing it. I write who will be doing what, which gives students the chance to see more…

Read More

Up/Down Listening Assessment

I saw this when I witnessed a TPRS lesson for the very first time in Michele Whaley‘s class last spring. It’s very quick, easy, and informative. It is important to note that this is a formative assessment, so it should not be entered in your gradebook. This is something that will give you a quick…

Read More

You have what I want!

DAY ONE Objective: Students can compare what they have with what they don’t have and what they want. Campanada: Students complete the following sentence starters using descriptive Spanish when they arrive. Yo tengo.. Yo no tengo… Yo quiero tener… Yo no quiero tener… Discussion/PQA: Ask students to share their Campanada answers. Circle each student’s answers,…

Read More

Gradebook Categories

How did you decide how to structure your gradebook? Without exception, in every language class that I took from middle school through college, the gradebook looked very similar. Every graded assignment in the course was placed into a category that matched the assignment type: quizzes, tests, homework, classwork, participation, projects, etc. The weight of each category varied–sometimes,…

Read More

Grades

Instead of letter grades, my students receive an abbreviation of one of the following terms on their assignments. Some are entered in the gradebook (summative), but others are not (formative). Formative assessments are given during the learning process and are a way for me and my students to see how they are progressing. Summative assessments…

Read More