Professional Documents
Culture Documents
Objective
Theoretical Framework
Work with sample performance tasks
Designing performance tasks
Soccer Match
Concepts
Purpose
Strategies
Context
Overview
Designing Performance Tasks as an
Alternative Form of Assessment
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Designing Experiences – teacher plays
a role as facilitator and coach
Performance Tasks (authentic, credible,
and user-friendly)(Wiggins, 1998, p. 139)
Alternative Form of assessment
Background
Language-enhanced instruction (LEI)
(Brinton, 2007): “…aimed at developing skills as
well as content knowledge”
Shift from drill and practice to
understandings and application of
knowledge
Levels of understandings as opposed to
“right-and-wrong” answers
Shift from superficial to in depth
coverage
Background
Feedback is fundamental to learning
Focus not only on the what but the
when, where, why, and how of the
language, understanding, knowledge,
content, skill, etc.
Backward Design
Desired Enduring
Results Understandings
Grammar
Assessment Four skills Vocabulary
Evidence (subskills) Pronunciation
understanding
Knowing Doing
(discrete facts) (language)
Six Facets of Understanding
Can explain
Can interpret
Can apply
Has perspective
Demonstrates empathy
Reveals self-knowledge
Assessment Four
Evidence skills/vocabulary
(subskill)
Understandings
Learning (enabling
Plan knowledge)
Framework
Enduring
Understandings
and Integration
of Target
Language
Concepts,
Purpose or
rationale,
Strategies, and
Contexts
Types of Assessment
Informal checks for understandings
(alternative)
Observations and dialogues (alternative)
Tests and quizzes (traditional)
Academic prompts (alternative)
Performance tasks (alternative)