AnnieBultman

EDUC302/303
November6,2015

AssessmentSummary

Withinthefollowingessay,IwillprovideanexplanationfortheassessmentstrategiesIamusing

withinmyunitLasmanosylospiesdeDios.Byprovidingasummaryforpreliminary,formative,and
summativeassessment,Ihopetoconnecttheseevaluationstotheoverarchinggoalsoftheunit.

Inordertoprovidepreassessment,Iwillbeimplementingatechniquealreadyusedwithinthe

studentsclassroomrepasorpido.Withinthisquickreview,thestudentspracticevocabularyand
grammarprincipleswiththeircompaero(classpartner).Byquizzingoneanotheronvocabularyand
grammar,thestudentsnotonlyprepareforthefinalexam,buttheyalsoprovideexcellentfeedbackfor
metheteachertoseetheirprogressandassesswhattheyalreadyknowhowtodo.Additionally,the
unitsnewcontentwillrepresentacontinuationofchapter3.Bythetimetheybeginparticipatingwiththe
unit,theywillbeexpectedtohaveamasteryofvocabularysections1and2ofchapter3.Inadditionto
repasorpido,Iwilltesttheirabilitybyincorporatingvocabularysections1and2withinthenewunit.

Inordertopreparemystudentsforthesummativeassessmentactivities,Iwillbeintegrating34

formative
assessmentactivitiesthroughouteverylesson.Althoughtheseparticularactivitieswillnot
receiveanactualgrade,theywillprovideexcellentsteppingstonesforstudentstoreachtheirobjectives.
Furthermore,thisformativeassessmentwillallowmetogaugethestudent'scapabilitiesofreachingthese
goals.Withinthefollowingsection,IwillclarifywhichformativeassessmentactivitiesIwillimplement,
howtheycoincidewiththesummativeassessment,andhowtheyconnecttotheunitobjectivesasa
whole.

Withinthefirstlesson,Iwillbeintroducinganewsectionofvocabularyaswellasanew

grammaticalconcepthace+que.Bytheendoftheunit,thestudentswillbeexpectedtodisplaymastery
ofbothcontentareas.Thus,inordertoprovidethestudentswithscaffoldingandamplepracticetoobtain
thisgoal,Iwillbeintegratingactivitiesthroughoutthelesson.Byimmediatelypresentingthemwith
opportunitiestopracticethisnewmaterial,Ihopetogivethestudentsachancetoconstructand
own
their
learning.Thus,throughoutthepresentationofthenewvocabularymaterialonapowerpoint,Iwill
providespeaking,translating,writing,andsingingactivities(12minutesinlength)thatallowthe
studentstoautomaticallyapplythenewmaterial.Furthermore,thepowerpointwillbedesignedina
mannerthatloopsbacktopriormaterialandprovidesopportunitiesforstudentsto
predict
thenew
information.Theseactivitieswillnotonlyemphasizetheirneedto
own
thematerial,butitwillalso
indicatetheirabilitytoretainandapplythenewinformation.Inadditiontothesevocabularyactivities,
studentswillbeexpectedtofilloutagrammaticalpracticesheet(hace+que)andturnitinthenextday.
Althoughthissheetwillnotbegivenanumericalgrade,theywillreceivecreditforfinishingthe
assignment.Thiswrittensheetwillexemplifywhatthestudentswillbeexpectedtoknowonthefinal
assessmentandalsoprovideformativeassessment.

Thesecondlessonwillalsocapitalizeuponthispatternofformativeassessment.Withinthe

secondlesson,thestudentswillengagewiththestoryofNickVujicicbyusingthenewvocabulary.While
learningaboutthisinspiringstory,theywillneedtoperformbothinterpretiveaswellascommunicative
languageskills.Theirabilitytounderstand,organize,describe,andsummarizehisstorywillrequirea
demonstrationoftheirunderstandingofthegrammaticalstructuresandvocabularylearnedtheprevious
day.Toprovidefurthersupport,wewillbereviewingthehace+quehomeworkassignmentthey
completedandanswerfurtherquestions.Finally,thestudentswillpracticetheirvocabularyandgrammar
throughaKahootsgamecreatedonlineandstructuredaroundthestoryofNick.Thisactivitywillalso
preparethestudentsforthevocabularyquizthefollowingday.Furthermore,itwillprovidemewith
valuablefeedbacktoassesstheirabilitytomasterthevocabularyandgrammarstructuresfromsection3.

Withinthethirdlesson,studentswilltestoneanotherwithintheirsmallgroupsusingrepaso
rpido(quickreview)sheets.Withinthesesheets,theywillneedtodescribethetargetvocabularywords
totheircompaero(partner)inSpanishinorderforthecompaerotoelicitaresponse.Byobservingtheir
abilitiestoaccomplishthistask,Iwillreceivefeedbackandgaugetheirstatus.Furthermore,thisactivity
willpreparethestudentstotaketheirfirstvocabquiz(summativeassessment).Thistaskwillrequirethem
totranslateandwrite10vocabularywords/phrasesfromthelistandcorrectlywritesentencesusingthe
hace+queformat.Throughouttherestofthelesson,however,thestudentswillbelearningthelastset
ofvocabularysections4and5.Thesenewphrasesandwordswillbeimplementedthroughspeaking,
writing,andreadingactivitiestointeractwithNickscontinuingstory.Furthermore,theywillbe
performingsituationalroleplaygamesinordertopreparethemfortheobrita(shortplay)assignment
theywillreceivethefollowingday.

Thefourthlessonwillfocusonformativeassessmentthatsynthesizesthepriormaterials.Itwill

alsoprovidecriticalpracticefortheirfinalunitexam.Firstly,thestudentswillreviewtheprevious
vocabularymaterialsbyconductingrepasorpido.Secondly,aswecontinuetostudythestoryofNick,
wewillbeintegratingvocabularysections3,4,and5aswellasthehace+queformationtoprovide
review.Thirdly,thestudentswillbeexpectedtoconstructashortplayinSpanishandthenperformitin
frontoftheirpeers.Eachgroupwillbegivenasituationpromptandguidelines.Withintheirscripts,each
groupwillberequiredtointegrateacertainquotaofvocabularyfromeachsectionaswellastheuseof
hace+que.Asthestudentswatchoneanothersperformances,theywillindividuallyfillouta
comprehensionsheetthatchecksoffwhichvocabulary/grammarconceptswereusedandiftheywere
usedcorrectly.Althoughthestudentswillnotbegradedforaccuracy,theywillbegradedforcompletion
ofboththescript,theperformance,aswellastheindividualassessmentaspectsoftheobrita(short
play)activity.Ultimately,thisactivitywillprovideatypeofformativeassessmentthatsynthesizesthe
unitsmaterialandpreparesthestudentsfortheirfinalunitexam.Finally,thestudentswillbeintroduced

toanassignmentthatrequiresthemtowriteaboutaherointheirpersonallifewhodemonstratesthelas
manosylospiesdeDios(thehandsandfeetofGod).Overtheweekend,theywillbeexpectedtowrite
aparagraphinSpanishthatdescribesthisindividualandbringaposterthatincludesapictureandthe
essaytoclass.TheseessayswillbeuploadedtotheirfaithportfoliosonSouthChristiansonlineportal,
Edmodo.Thesefaithportfoliosarerequiredofallstudentsthatattendtheschoolinanefforttoemphasize
theintegrationoffaithandlearningthroughouttheirhighschoolcareer.

Withinthefifthlesson,inadditiontopracticingrepasorpidowiththeircompaeros,the

studentswillperformotherformativeassessmentactivities.Firstly,theywillsharetheiressayswithin
theirsmallgroups.Thesepaperswillbegradedforaccuracy(summativeassessment),buttheir
conversationsandabilitytosummarizeoneanothersessaysinthetargetlanguagewillprovidefurther
avenuesforformativeassessmentandallowthemtopracticebeforetheunitexam.Additionally,the
essaywillhighlightthethemeoftheunitandforcestudentstothinkcriticallyandapplytheirlearning
beyondtheclassroom.Secondly,afterthestudentsconcludethestoryofNick,theywillperform
reflection/conversationactivitiesinclassinwhichtheyneedtoretellthestoryinthetargetlanguage.This
willprovidefurtherscaffoldingnotonlyforbeingabletounscramblethestorywithinthefinalexam,but
itwillalsopreparethemfortheirfinalreflectionassignment.Withinthisreflection,theywillbeaskedto
brainstormthreeagencies/programswithinthecommunityinwhichtheycouldusetheirgiftstobelas
manosylospiesdeDios(thehandsandfeetofGod.)Althoughthisactivitywillbegradedthefollowing
theday,itwillallowmetogaugethestudentsstepstoobtainingthespiritual,cultural,andconnection
objectivesofthelesson.Theseassignmentswillbesharedinsmallgroupstoprovidefurtheropportunities
foreditinganddiscussion.Finally,thestudentswillbeabletopreparefortheupcomingexamonChapter
3bycompletingtheirExamReviewAssignmentSheet.Thisfinalactivitywillalsoprovidefurther
assessmentandfeedbackinadditiontopreparingthestudentstofulfilltheirobjectives.Inordertoassess
theirpersonalgrowth,thestudentswillreassessthestudentrubriconthisdayaswellanddeterminetheir

ownprogress.

Finally,withintheremainingweekoftheChapter3curriculum,studentswillparticipatein

summativeassessmentactivities.Theywillcompleteasummativeexamthatwillincorporatethe
communicativelanguageobjectivesaswellasthecontentobjectives.Thespiritual,cultural,and
communityobjectiveswillbeassessedthroughtheiressayandreflectionpapers.

Althoughtheformativeactivitieswillbediagnosticandungraded,theywillultimatelyprovide

importantpracticeforthestudentsandvaluablefeedbackformetheteacher.Thesummativeassessment
activities,however,willbeevaluatedaccordingtotheobjectivescriterion.Throughoutthesummative
assessmentactivities(vocabularyquizzes,ensayo,reflectionpaper,obrita(shortplay),andexam),Iwill
usespecificguidelinesforeachactivity.Thus,foreachassignmentIwillincludeateacherskey,andfor
quizzesandfinalexam,Iwillincludeaspecificgradingrubric.Furthermore,theserubricswillcoincide
withtheunitrubricthatthestudentswillfilloutthemselves.Theirfinalscorescanbedocumentedusing
SouthChristiansEdmodoportal.

However,eventhoughbothformsofassessmentwilldirectlyaddressthestudentobjectives,

manyoftheoverarchinggoalsoftheunitcannotbeperfectlyanalyzed.Inadditiontoprovidinglinguistic
toolsandculturalengagement,IhopethatthestudentsareabletodemonstrateempathyinbothEnglish
andSpanishafterthisunit.Iwantthemtopracticethehumilityandrespectnecessaryforunderstanding
andempathizingwiththestoriesofindividualslikeNickVujicicwhoarehighlightedintheunit.Iwant
themtounderstandthatlearningSpanishallowsthemtoauthenticallyengagewiththestoriesofothers
bothwithinthecommunityandaroundtheworld.Furthermore,Iwantthemtoblessthepeopleintheir
livesbyrecognizingotherindividualsheroismandservice.Ialsowantthemtodemonstratethecourage
andintrospectionnecessaryforconnectingtheirowngiftstheirownhandsandfeettoblesstheir
communities.Thesemoralandspiritualgoalscannotnecessarilybeanalyzedandperfectlyassessed.
However,byprovidingpractice,prompts,andacompellingstory,Ihopetoinspiremystudentsto

representlasmanosylospiesdeDios.


WorksCited
Avila,K.(2015).
SpanishIIChapter3Unit
(SouthChristianHighSchool).November.