00:00:00:00	00:00:01:17	cc
00:00:01:17	00:00:04:03	A presentation of AIT.
00:00:34:25	00:00:36:02	>> Assessment should be
00:00:36:02	00:00:38:00	an ever flowing stream.
00:00:38:00	00:00:39:12	Teachers need to plan formative,
00:00:39:12	00:00:40:13	interim and summative
00:00:40:13	00:00:41:21	assessments to ensure that
00:00:41:21	00:00:43:04	they and their students see
00:00:43:04	00:00:44:19	how language elements
00:00:44:19	00:00:46:06	can be put together to practice
00:00:46:06	00:00:47:21	broader skills and experience
00:00:47:21	00:00:50:13	real communication.
00:00:50:13	00:00:51:16	>> As you watch the following
00:00:51:16	00:00:52:28	video, notice how this
00:00:52:28	00:00:54:23	middle school teacher uses
00:00:54:23	00:00:56:19	formal and informal assessments
00:00:56:19	00:00:58:05	over time and across all three
00:00:58:05	00:01:00:20	modes of communication.
00:01:05:14	00:01:11:21	(speaking in German)
00:01:11:21	00:01:13:05	>> Jacob was presenting his
00:01:13:05	00:01:14:16	favorite vacation,
00:01:14:16	00:01:15:22	in the summative
00:01:15:22	00:01:17:12	and presentational mode.
00:01:17:12	00:01:19:05	And he needed to tell us
00:01:19:05	00:01:20:08	all about it, what he did
00:01:20:08	00:01:21:14	on each and every day,
00:01:21:14	00:01:23:01	and how the weather was,
00:01:23:01	00:01:24:11	and that was all included
00:01:24:11	00:01:26:02	in the rubric.
00:01:26:02	00:01:28:29	(speaking in German)
00:01:38:04	00:01:39:23	After that, I had
00:01:39:23	00:01:41:06	the peer assessment involved,
00:01:41:06	00:01:42:14	so the peers could also assess
00:01:42:14	00:01:44:00	what they were seeing,
00:01:44:00	00:01:45:06	which is important
00:01:45:06	00:01:46:25	for themselves, because they
00:01:46:25	00:01:48:14	know how they can improve, then,
00:01:48:14	00:01:49:25	when it's their time
00:01:49:25	00:01:51:13	to do their presentation.
00:01:51:13	00:01:52:23	>> You need to improve on,
00:01:52:23	00:01:54:04	is to enunciate more.
00:01:54:04	00:01:56:00	>> All right.
00:01:56:00	00:01:57:03	>> Allison?
00:01:57:03	00:01:58:05	>> I like how you read
00:01:58:05	00:01:59:07	very slow, because it was
00:01:59:07	00:02:01:07	very easy for me to understand.
00:02:01:07	00:02:02:09	One thing you might want
00:02:02:09	00:02:03:13	to improve on, is just to speak
00:02:03:13	00:02:05:10	a little louder.
00:02:05:10	00:02:06:13	>> How do you combine
00:02:06:13	00:02:07:12	assessments?
00:02:07:12	00:02:08:17	And is it possible for class
00:02:08:17	00:02:11:12	activities to be an assessment?
00:02:11:12	00:02:12:12	>> Class activities can be
00:02:12:12	00:02:13:16	an assessment, because it's
00:02:13:16	00:02:15:13	a form of informal assessment.
00:02:15:13	00:02:17:28	Class assessments that we do
00:02:17:28	00:02:19:16	on a daily basis let me know
00:02:19:16	00:02:20:20	what I really should be doing
00:02:20:20	00:02:21:29	the next day, to make sure,
00:02:21:29	00:02:23:05	whether they've met
00:02:23:05	00:02:24:09	the learning target for the day
00:02:24:09	00:02:26:13	or not.
00:02:26:13	00:02:27:15	The students worked on
00:02:27:15	00:02:28:23	an interpretive assessment,
00:02:28:23	00:02:30:09	where they had an authentic
00:02:30:09	00:02:32:21	piece of information
00:02:32:21	00:02:34:16	that was written out for them.
00:02:34:16	00:02:35:25	And then, there were four
00:02:35:25	00:02:37:14	or five questions that the kids
00:02:37:14	00:02:39:03	needed to answer.
00:02:39:03	00:02:40:16	In answering those correctly,
00:02:40:16	00:02:41:25	then, I knew
00:02:41:25	00:02:43:17	that they comprehended,
00:02:43:17	00:02:44:20	and were able to interpret
00:02:44:20	00:02:46:16	what the written form was.
00:02:46:16	00:02:47:19	The other one that I did today
00:02:47:19	00:02:49:21	was on the white board.
00:02:49:21	00:02:51:17	(speaking in German)
00:02:51:17	00:02:53:14	And that, too, was another
00:02:53:14	00:02:55:17	very informal assessment.
00:02:55:17	00:02:56:14	But I could see
00:02:56:14	00:02:57:15	where everybody was, and
00:02:57:15	00:02:58:21	if there were any difficulties
00:02:58:21	00:03:00:05	with the past tense
00:03:00:05	00:03:02:13	of any verbs.
00:03:02:13	00:03:03:16	Putting all three assessments
00:03:03:16	00:03:04:16	in one class time
00:03:04:16	00:03:06:06	is really difficult.
00:03:06:06	00:03:08:22	But I do try and make sure that
00:03:08:22	00:03:10:28	they are well prepared for it.
00:03:10:28	00:03:11:26	If they're not prepared,
00:03:11:26	00:03:13:02	I won't assess.
00:03:13:02	00:03:14:02	I want to make sure
00:03:14:02	00:03:15:05	that the kids are very clear
00:03:15:05	00:03:16:18	as to what is being assessed,
00:03:16:18	00:03:19:18	and that they're able to do,
00:03:19:18	00:03:20:26	or say what I want them
00:03:20:26	00:03:21:29	to be able to say,
00:03:21:29	00:03:23:08	which is the learning target,
00:03:23:08	00:03:24:29	the benchmark of the classrooms.
00:03:24:29	00:03:26:03	>> I always feel like
00:03:26:03	00:03:27:18	I've been given the tools
00:03:27:18	00:03:29:07	to know what I'm supposed to.
00:03:29:07	00:03:30:11	She knows, like, what you're
00:03:30:11	00:03:33:06	capable of better than you do.
00:03:33:06	00:03:34:11	So, like, she knows
00:03:34:11	00:03:35:19	how to push you, to show you how
00:03:35:19	00:03:38:27	much growth you really have had.
00:03:38:27	00:03:40:23	>> So how do you decide when to,
00:03:40:23	00:03:42:22	let's say, take off points
00:03:42:22	00:03:44:27	for an error, or when the error
00:03:44:27	00:03:46:18	actually is going to help them
00:03:46:18	00:03:47:24	improve their communication
00:03:47:24	00:03:49:14	strategy?
00:03:49:14	00:03:50:12	>> That's all determined
00:03:50:12	00:03:51:17	by the rubric that I design
00:03:51:17	00:03:53:26	for each assessment.
00:03:53:26	00:03:54:26	So if I decide that that's
00:03:54:26	00:03:56:25	something I want to assess,
00:03:56:25	00:03:57:28	I'll have that included
00:03:57:28	00:03:59:04	in the rubric.
00:03:59:04	00:04:00:17	And that's when points will be,
00:04:00:17	00:04:01:22	either added, or subtracted
00:04:01:22	00:04:04:05	if there's error.
00:04:04:05	00:04:07:14	(speaking in German)
00:04:07:14	00:04:08:22	>> By this level of language
00:04:08:22	00:04:10:00	learning, your students
00:04:10:00	00:04:11:22	are really at various levels
00:04:11:22	00:04:13:08	in their knowledge of the German
00:04:13:08	00:04:14:16	language, the target language
00:04:14:16	00:04:15:19	in the class.
00:04:15:19	00:04:16:29	So how do you create assessments
00:04:16:29	00:04:18:09	in the various modes that
00:04:18:09	00:04:20:04	accommodate all those levels
00:04:20:04	00:04:22:17	of learning in your students?
00:04:22:17	00:04:25:09	>> I have a common benchmark
00:04:25:09	00:04:26:11	that I would like the kids
00:04:26:11	00:04:27:14	to reach.
00:04:27:14	00:04:28:14	But I do have to look at
00:04:28:14	00:04:29:20	the kids as individuals.
00:04:29:20	00:04:30:21	Not all the kids are able
00:04:30:21	00:04:32:26	to reach the one level.
00:04:32:26	00:04:34:09	So I will differentiate
00:04:34:09	00:04:35:26	on my assessments in order to
00:04:35:26	00:04:37:19	ensure that there's a success
00:04:37:19	00:04:39:17	from each and every student.
00:04:39:17	00:04:41:04	>> I think Frau kind of goes
00:04:41:04	00:04:42:25	level by level with people.
00:04:42:25	00:04:44:26	She understands where you're at,
00:04:44:26	00:04:47:16	and gives each and every person
00:04:47:16	00:04:50:24	a form of special treatment.
00:04:50:24	00:04:52:06	For me, it just so happens
00:04:52:06	00:04:54:00	to be pushing me harder, and
00:04:54:00	00:04:56:27	giving me extra work sometimes.
00:04:56:27	00:04:58:18	>> Do you have a specific form
00:04:58:18	00:04:59:22	that you use for
00:04:59:22	00:05:01:15	differentiation, or a specific
00:05:01:15	00:05:03:05	rubric that you use to make sure
00:05:03:05	00:05:04:24	that you're consistent
00:05:04:24	00:05:06:24	in your differentiation?
00:05:06:24	00:05:08:02	>> I will redesign the rubric
00:05:08:02	00:05:10:05	right from the very get go.
00:05:10:05	00:05:12:23	I want my kids to be successful.
00:05:12:23	00:05:14:23	And it really depends
00:05:14:23	00:05:16:10	where they're starting at,
00:05:16:10	00:05:17:09	or where they are,
00:05:17:09	00:05:18:25	or where they need to go to.
00:05:18:25	00:05:20:00	So I will redesign the rubric
00:05:20:00	00:05:21:09	for those students.
00:05:21:09	00:05:22:08	>> How do you accommodate
00:05:22:08	00:05:23:13	for students with differentiated
00:05:23:13	00:05:24:17	learning styles,
00:05:24:17	00:05:26:17	perhaps learning disabilities
00:05:26:17	00:05:28:08	or students that are labeled
00:05:28:08	00:05:31:16	as gifted and talented?
00:05:31:16	00:05:32:21	>> Well, first of all,
00:05:32:21	00:05:33:19	I want to make sure that I meet
00:05:33:19	00:05:34:26	the needs of all of my students.
00:05:34:26	00:05:36:00	And my presentation
00:05:36:00	00:05:37:19	of information will vary
00:05:37:19	00:05:39:13	from day to day,
00:05:39:13	00:05:41:00	even from minute to minute.
00:05:41:00	00:05:42:04	I also will try and get the time
00:05:42:04	00:05:43:11	in there that I can work
00:05:43:11	00:05:45:03	with the students one-on-one,
00:05:45:03	00:05:46:21	especially those that need
00:05:46:21	00:05:49:11	a lot of differentiation.
00:05:49:11	00:05:50:21	So I'll work with them
00:05:50:21	00:05:51:21	and make sure that
00:05:51:21	00:05:53:17	they understand and learn.
00:05:53:17	00:05:56:09	(teaching in German)
00:05:56:09	00:06:01:15	(responding in German)
00:06:01:15	00:06:02:21	When I worked with Paige, that
00:06:02:21	00:06:04:17	was an interpretive assessment.
00:06:04:17	00:06:06:03	It was also
00:06:06:03	00:06:07:21	a summative assessment,
00:06:07:21	00:06:09:27	at the end of the unit.
00:06:09:27	00:06:11:10	That was interpretation,
00:06:11:10	00:06:12:19	negotiation and meaning
00:06:12:19	00:06:14:09	between the two of us.
00:06:14:09	00:06:16:01	(teaching in German)
00:06:16:01	00:06:17:10	The kids also completed
00:06:17:10	00:06:19:05	what I call a "Tidbit to Grow."
00:06:19:05	00:06:21:00	They do that, usually
00:06:21:00	00:06:22:23	toward the end of the hour.
00:06:22:23	00:06:23:29	And I have them,
00:06:23:29	00:06:25:21	I usually ask them a question.
00:06:25:21	00:06:28:03	(speaking in German)
00:06:28:03	00:06:29:12	And the kids will write in
00:06:29:12	00:06:31:04	the answers to the question.
00:06:31:04	00:06:32:07	Today, my question was,
00:06:32:07	00:06:34:04	"What did you learn today?"
00:06:34:04	00:06:35:02	Very simple,
00:06:35:02	00:06:36:25	wide open question.
00:06:36:25	00:06:38:13	>> I learned that...
00:06:38:13	00:06:39:21	(speaking in German)
00:06:39:21	00:06:41:28	is German for a patio chair.
00:06:41:28	00:06:44:06	(responding in German)
00:06:44:06	00:06:45:20	>> Yeah.
00:06:45:20	00:06:47:08	>> And what I do is I collect
00:06:47:08	00:06:48:15	those at the end of the hour.
00:06:48:15	00:06:49:29	Then what I'm able to do
00:06:49:29	00:06:51:02	is to see if what they learned
00:06:51:02	00:06:52:10	actually met my learning target
00:06:52:10	00:06:54:15	for the day.
00:06:54:15	00:06:58:08	(all singing in German)
00:07:01:20	00:07:02:26	>> This teacher provides
00:07:02:26	00:07:04:11	constant evidence to her
00:07:04:11	00:07:05:28	students, using quick and
00:07:05:28	00:07:07:22	formal checks, peer assessments
00:07:07:22	00:07:09:24	and one-on-one interviews.
00:07:09:24	00:07:11:07	She frequently confirms
00:07:11:07	00:07:12:10	whether students
00:07:12:10	00:07:13:26	reach the learning goals.
00:07:13:26	00:07:15:04	Each day, she gives students
00:07:15:04	00:07:16:15	time to reflect on and
00:07:16:15	00:07:18:23	identify what they have learned.
00:07:18:23	00:07:19:28	>> Second and third grade
00:07:19:28	00:07:21:11	students model numerous ways
00:07:21:11	00:07:22:20	to show that they can express
00:07:22:20	00:07:23:22	and understand
00:07:23:22	00:07:24:26	in their new language.
00:07:24:26	00:07:26:00	Watch for the variety of simple
00:07:26:00	00:07:27:08	formative checks the teacher
00:07:27:08	00:07:28:29	uses to gauge learning progress,
00:07:28:29	00:07:30:10	all moving toward the eventual
00:07:30:10	00:07:32:27	summative tasks.
00:07:37:10	00:07:47:03	(all singing in Spanish)
00:07:47:03	00:07:48:23	(teaching in Spanish)
00:07:48:23	00:07:50:20	 (responding in Spanish)
00:07:50:20	00:07:52:04	>> How is it working
00:07:52:04	00:07:53:27	with such young students?
00:07:53:27	00:07:55:26	>> Young learners are learning
00:07:55:26	00:07:57:06	a language naturally.
00:07:57:06	00:07:58:17	They're learning it the way they
00:07:58:17	00:07:59:24	learned their first language,
00:07:59:24	00:08:01:20	which is really, you know,
00:08:01:20	00:08:02:22	first they listen.
00:08:02:22	00:08:03:24	They have a silent period.
00:08:03:24	00:08:04:23	And then they will say
00:08:04:23	00:08:06:15	some short, one-word phrases
00:08:06:15	00:08:07:25	that respond directly
00:08:07:25	00:08:09:07	to an action or an object.
00:08:09:07	00:08:11:06	(teaching in Spanish)
00:08:11:06	00:08:14:27	 (responding in Spanish)
00:08:14:27	00:08:16:02	It takes a little while
00:08:16:02	00:08:17:10	before they actually start
00:08:17:10	00:08:18:19	linking all of those words
00:08:18:19	00:08:19:28	into sentences.
00:08:19:28	00:08:22:03	>> At first, it's kind of hard,
00:08:22:03	00:08:24:08	because you don't understand it.
00:08:24:08	00:08:25:11	>> As a teacher, you can speed
00:08:25:11	00:08:26:23	up the process a little bit
00:08:26:23	00:08:28:02	by helping them out,
00:08:28:02	00:08:29:03	helping them create
00:08:29:03	00:08:30:14	more fluent sentences.
00:08:30:14	00:08:32:07	(teaching in Spanish)
00:08:32:07	00:08:36:07	 (all speaking in Spanish)
00:08:36:07	00:08:37:08	>> Then later,
00:08:37:08	00:08:38:14	you'll start to understand.
00:08:38:14	00:08:40:04	Then it's fun.
00:08:40:04	00:08:41:19	>> We listen to the teacher
00:08:41:19	00:08:42:19	and then we copy the word
00:08:42:19	00:08:44:06	that she said.
00:08:44:06	00:08:45:28	>> They're not worried about
00:08:45:28	00:08:47:17	mispronouncing something,
00:08:47:17	00:08:49:15	or looking silly,
00:08:49:15	00:08:51:14	or anything like that.
00:08:51:14	00:08:55:17	 (all speaking in Spanish)
00:08:55:17	00:08:56:17	They'll just stand up
00:08:56:17	00:08:57:14	and raise their hand,
00:08:57:14	00:08:58:12	or raise their hand
00:08:58:12	00:08:59:22	and say what they want to say.
00:08:59:22	00:09:02:16	(speaking in Spanish)
00:09:02:16	00:09:03:22	I think that's probably
00:09:03:22	00:09:05:06	the most exciting part about
00:09:05:06	00:09:06:09	working with young students
00:09:06:09	00:09:07:24	in a language context.
00:09:07:24	00:09:11:03	They'll just jump right in.
00:09:11:03	00:09:13:03	(speaking in Spanish)
00:09:13:03	00:09:14:11	>> How does assessment differ
00:09:14:11	00:09:16:05	between young learners
00:09:16:05	00:09:18:00	and older learners?
00:09:18:00	00:09:18:27	>> Well, when you're dealing
00:09:18:27	00:09:20:05	with younger learners,
00:09:20:05	00:09:21:06	you're not really in a position
00:09:21:06	00:09:22:05	to give them a pencil
00:09:22:05	00:09:23:03	and paper test all the time.
00:09:23:03	00:09:24:09	And a lot of times, you have to
00:09:24:09	00:09:26:16	be willing to allow them
00:09:26:16	00:09:28:10	to use the language
00:09:28:10	00:09:30:03	that they have, at their level,
00:09:30:03	00:09:31:24	which means very often
00:09:31:24	00:09:33:15	speaking in shorts bursts,
00:09:33:15	00:09:34:19	or short phrases,
00:09:34:19	00:09:37:10	or single-word answers.
00:09:37:10	00:09:39:08	(teaching in Spanish)
00:09:39:08	00:09:42:06	 (all responding in Spanish)
00:09:42:06	00:09:43:17	Allowing them to point, touch,
00:09:43:17	00:09:45:05	or handle a manipulative
00:09:45:05	00:09:46:08	like a map,
00:09:46:08	00:09:48:28	or a different picture.
00:09:48:28	00:09:50:06	And just really, I think,
00:09:50:06	00:09:51:14	listening to younger learners
00:09:51:14	00:09:52:16	a little bit more
00:09:52:16	00:09:53:26	with close attention, to hear
00:09:53:26	00:09:55:02	what they're really producing,
00:09:55:02	00:09:56:01	and see what they're really
00:09:56:01	00:09:57:25	capable of doing.
00:09:57:25	00:10:00:18	(teaching in Spanish)
00:10:00:18	00:10:01:21	With older learners, I think
00:10:01:21	00:10:03:00	you have more flexibility to
00:10:03:00	00:10:05:09	have them write something down,
00:10:05:09	00:10:07:00	or draw something.
00:10:07:00	00:10:09:01	(conversing in Spanish)
00:10:09:01	00:10:10:07	>> How does assessment
00:10:10:07	00:10:11:09	aid in language acquisition
00:10:11:09	00:10:12:24	for your students?
00:10:12:24	00:10:14:04	>> The point is to really
00:10:14:04	00:10:16:03	think about what you want
00:10:16:03	00:10:17:11	the students to be able to do
00:10:17:11	00:10:18:21	with their language.
00:10:18:21	00:10:20:02	It's really thinking about
00:10:20:02	00:10:21:23	what kind of information
00:10:21:23	00:10:24:01	do students need to convey.
00:10:24:01	00:10:25:04	>> How do you create materials
00:10:25:04	00:10:26:22	for assessment?
00:10:26:22	00:10:27:20	>> For young learners,
00:10:27:20	00:10:28:29	normally you go in
00:10:28:29	00:10:30:09	with a structured plan.
00:10:30:09	00:10:31:14	So, you go in with your outcomes
00:10:31:14	00:10:32:13	that you'd like to get
00:10:32:13	00:10:33:17	from the unit.
00:10:33:17	00:10:34:27	Then really sitting down
00:10:34:27	00:10:36:05	and looking at, what are
00:10:36:05	00:10:37:17	these students able to do
00:10:37:17	00:10:38:23	at this level.
00:10:38:23	00:10:39:28	What can second graders do?
00:10:39:28	00:10:40:29	Second graders
00:10:40:29	00:10:42:04	can point to things on maps.
00:10:42:04	00:10:43:09	Second graders can talk about
00:10:43:09	00:10:44:18	things that happened to them
00:10:44:18	00:10:45:24	directly.
00:10:45:24	00:10:47:03	Second graders can report on
00:10:47:03	00:10:49:23	what's going on in their world.
00:10:49:23	00:10:52:08	(both speaking in Spanish)
00:10:52:08	00:10:53:14	So it's a question of putting
00:10:53:14	00:10:54:13	those things together,
00:10:54:13	00:10:55:22	and then directing
00:10:55:22	00:10:56:26	what best suits the needs
00:10:56:26	00:10:58:06	of the students, or the class
00:10:58:06	00:10:59:21	with what you're
00:10:59:21	00:11:01:05	trying to assess.
00:11:01:05	00:11:02:09	>> So what were the students
00:11:02:09	00:11:03:15	doing in second grade?
00:11:03:15	00:11:04:15	>> We were learning
00:11:04:15	00:11:05:15	about weather.
00:11:05:15	00:11:06:12	>> All of my students,
00:11:06:12	00:11:07:06	first of all, were working on
00:11:07:06	00:11:08:01	weather today.
00:11:08:01	00:11:09:01	And my second graders
00:11:09:01	00:11:10:04	were working on listening
00:11:10:04	00:11:11:12	to the cues that they got
00:11:11:12	00:11:12:27	and dressing in the appropriate
00:11:12:27	00:11:15:00	clothing for the word
00:11:15:00	00:11:16:06	that they were given.
00:11:16:06	00:11:18:14	So they were listening
00:11:18:14	00:11:20:08	for a short phrase or word,
00:11:20:08	00:11:22:13	and then putting on the clothing
00:11:22:13	00:11:24:03	that corresponds with it.
00:11:24:03	00:11:28:12	(speaking in Spanish)
00:11:28:12	00:11:29:24	And then deciding whether or not
00:11:29:24	00:11:31:00	that clothing was appropriate
00:11:31:00	00:11:33:02	for winter weather.
00:11:33:02	00:11:34:24	(teaching in Spanish)
00:11:34:24	00:11:37:05	 (responding in Spanish)
00:11:37:05	00:11:38:13	(teaching in Spanish)
00:11:38:13	00:11:40:02	 (responding in Spanish)
00:11:40:02	00:11:40:29	My third graders
00:11:40:29	00:11:42:15	were also working on weather.
00:11:42:15	00:11:43:15	But this time,
00:11:43:15	00:11:44:22	it was on a slightly more
00:11:44:22	00:11:46:03	advanced assessment.
00:11:46:03	00:11:47:05	>> I've been doing it
00:11:47:05	00:11:49:11	since second grade.
00:11:49:11	00:11:50:16	>> And they were talking,
00:11:50:16	00:11:51:22	and basically giving
00:11:51:22	00:11:53:27	a mini weather explanation.
00:11:53:27	00:11:55:10	They even took it further
00:11:55:10	00:11:56:21	than I had planned,
00:11:56:21	00:11:58:01	which was marvelous.
00:11:58:01	00:12:00:04	(teaching in Spanish)
00:12:00:04	00:12:10:14	 (both speaking in Spanish)
00:12:10:14	00:12:11:19	The assignment was just to
00:12:11:19	00:12:12:19	talk about the weather in Spain.
00:12:12:19	00:12:13:23	But a good majority
00:12:13:23	00:12:14:26	of my students actually chose
00:12:14:26	00:12:17:11	to discuss worldwide weather.
00:12:17:11	00:12:19:13	And they did a phenomenal job,
00:12:19:13	00:12:21:02	because they were able to talk
00:12:21:02	00:12:22:07	about the areas of the world
00:12:22:07	00:12:23:17	that were warm.
00:12:23:17	00:12:25:09	And they said, for example,
00:12:25:09	00:12:27:09	in Brazil, it's warm, but in
00:12:27:09	00:12:30:08	Wisconsin, or the United States,
00:12:30:08	00:12:31:20	it's cold.
00:12:31:20	00:12:33:10	So that was a wonderful,
00:12:33:10	00:12:34:27	productive assessment, because
00:12:34:27	00:12:36:17	I was able to see if they were
00:12:36:17	00:12:38:15	pronouncing the words correctly.
00:12:38:15	00:12:40:03	Then, I could hear from the
00:12:40:03	00:12:41:28	content if they had understood
00:12:41:28	00:12:44:01	the different areas
00:12:44:01	00:12:45:08	and the different climates
00:12:45:08	00:12:46:14	that we have been working on
00:12:46:14	00:12:48:05	for the past few weeks.
00:12:48:05	00:12:49:16	They started working on the
00:12:49:16	00:12:51:20	actual rubric the day before.
00:12:51:20	00:12:53:23	But we have been preparing with
00:12:53:23	00:12:55:22	map skills and weather skills
00:12:55:22	00:12:57:23	for a year, probably,
00:12:57:23	00:12:59:16	with the third grade students.
00:12:59:16	00:13:00:24	>> How do you keep record
00:13:00:24	00:13:02:15	of different types of assessment
00:13:02:15	00:13:04:05	and how students perform
00:13:04:05	00:13:05:22	on those assessments?
00:13:05:22	00:13:06:20	>> I keep a record of it
00:13:06:20	00:13:08:16	in sort of a grade book,
00:13:08:16	00:13:10:20	actually, in an Excel document.
00:13:10:20	00:13:12:29	So that's one way to do it.
00:13:12:29	00:13:14:06	You can have a formal written
00:13:14:06	00:13:16:00	assessment that you write down,
00:13:16:00	00:13:17:05	and then you can
00:13:17:05	00:13:18:07	give back to the kids.
00:13:18:07	00:13:19:09	Also, you can do things
00:13:19:09	00:13:20:09	as simple as a check
00:13:20:09	00:13:21:08	as you're
00:13:21:08	00:13:22:14	walking through a room.
00:13:22:14	00:13:23:11	Did they get that?
00:13:23:11	00:13:24:08	Okay, yes.
00:13:24:08	00:13:25:20	That's just a little check mark.
00:13:25:20	00:13:26:19	Can they do it?
00:13:26:19	00:13:28:04	Yes, no.
00:13:28:04	00:13:35:18	(all singing in Spanish)
00:13:35:18	00:13:38:02	(speaking in Spanish)
00:13:38:02	00:13:39:18	>> Students demonstrated their
00:13:39:18	00:13:41:00	learning through simple physical
00:13:41:00	00:13:42:22	responses and short phrases.
00:13:42:22	00:13:44:08	Starting with clear outcomes,
00:13:44:08	00:13:45:12	the teacher identified
00:13:45:12	00:13:46:09	what she wanted students
00:13:46:09	00:13:47:12	to be able to do, based on
00:13:47:12	00:13:49:15	their language level and age.
00:13:49:15	00:13:51:04	>> Students can be assessed
00:13:51:04	00:13:52:24	as a class, in small groups,
00:13:52:24	00:13:54:05	or individually.
00:13:54:05	00:13:55:20	Effective assessments
00:13:55:20	00:13:57:14	reward an individual
00:13:57:14	00:13:58:21	successful performance
00:13:58:21	00:14:00:18	and progress over time.
00:14:00:18	00:14:02:08	Assessments should be ongoing,
00:14:02:08	00:14:03:19	practiced daily,
00:14:03:19	00:14:05:03	demonstrated midway,
00:14:05:03	00:14:06:04	and performed
00:14:06:04	00:14:07:14	at the end of the unit.
00:14:07:14	00:14:08:26	Assessments provide a compass
00:14:08:26	00:14:11:24	to direct teaching and learning.