Standard 6: Assessment

The teacher understands and uses multiple methods of assessment to

engage learners in their own growth, to monitor learner progress and to
guide the teachers and learners decision making.
Artifact 2 Oral exam requirements, oral exam grading rubric & one groups
dialogue with corrections
Class: SPA 102
National Standards for Foreign Language Learning: 1.1,1.2, 1.3, 3.1, 4.1
For my rationale of my second artifact for Standard 6, I chose to
include the oral exam assignment that I gave my SPA 102 during the fall of
2014. For their oral exam, my students had to write a dialogue that they
would perform as a skit on the last day of class. I have included the
requirements and rubric that was designed by the coordinator, and not
myself, however I tweaked the assignment according to what my students
and I had been working on. As part of this artifact, I also included the
dialogue written by one group of students with the corrections that I provided
for them.
In order to assess how my students were doing with this assignment,
first of all I gave them plenty of notice as to how to go about preparing for
the dialogue. The requirements, though standard for all the classes of SPA
102 that semester, revolved around what I knew my students had studied
and what they were capable of. I also included an example of a dialogue that
would help them get a better idea as to how to write theirs. They were
required to write a dialogue based on the chapters and themes that we had
studied. I gave them a due date for turning in the rough draft of their
dialogue and I specifically told them not to memorize any of their lines until I
had reviewed them and made any necessary corrections. Once they emailed
those dialogues to me, I corrected them and emailed them back with the
corrections highlighted and any questions that I had for them.
The following class period after they turned in their rough drafts was
dedicated to practicing the dialogues and explaining any corrections or
comments that I made on their dialogues that they may not have
understood. Each group practiced while I walked around the classroom and
helped them with pronunciation or answered any questions. For example, in
the dialogue that I provided for this artifact, my students were talking about
going to Christmas on the river, but I did not understand what they were
talking about because they gave no context for it in their writing. Therefore,
during the class period, this was something that I addressed with them so
that their dialogue would be clearer when they presented it. By walking
around and listening to each groups dialogue as they practiced, I was able

to assess where they had problems and what they needed to do to correct
these issues. This not only helped them with pronunciation but it also helped
them feel more confident when they did their presentation.