Developing Language Proficiency Through Assessment in French As a Second Language Workshop

Developing Language Proficiency through Assessment in French as a Second Language

Workshop Facilitator Guide

This workshop facilitator guide provides a set of tools tosupport teachers withFrench as a Second Languageclassroom assessment practices.

The goals of the workshop arefor participants to: 1. Strengthen understanding of the overarching goal of FSL Program of Studies. 2. Reflect on current assessment practices and explore new assessment strategies. 3. Discuss and explore how assessment can be used to achieve functional language proficiency, using Alberta curricular documents. 4. Select assessment tools and strategies for use in the FSL classroom.

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 1 Acknowledgements

Professional Development Materials Support by the Edmonton Regional Learning Consortium

Under a grant provided by Alberta Education to the Alberta Regional Professional Development Consortia (ARPDC) and under the leadership of Edmonton Regional Learning Consortium, this workshop facilitator guide has been developed to support the implementation of the Alberta French as a Second Language Program of Studies. The complete professional development package includes workshop facilitator guides for Developing Language Proficiency through Assessment in French as a Second Language. The specific intent of this guide is to provide school and district leaders with materials, processes and strategies that will facilitate ongoing conversations and learning opportunities focused on assessment in French as a Second Language. The primary author of this workshop is Marnie Beaudoin. Ongoing dialogue and review was provided by Valerie Leclair and Michelle De Abreu of Edmonton Public Schools’ Institute for Innovation in Second Language Education and Sherry Bennett of the Alberta Assessment Consortium. Direction and guidance – including initial request for the materials were provided by the ERLC French advisory committee members – representatives from districts in the ERLC region. The materials were piloted and Teacher leaders from across Alberta, attendance supported by regional consortium, provided feedback on the workshop materials. For further information about these workshop materials, contact the Edmonton Regional Learning Consortium at 780-444-2497 or email [email protected].

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 2 Workshop Series Overview

This workshop will explore basic principles of classroom assessment and how they can support building French language proficiency within the French as a Second Language Program of Studies. Participants will examine the French as a Second Language learner outcomes and communicative targets through ‘assessment eyes’ and begin to develop evaluation tools to collect and record evidence of student learning.

Overview of Part One

This workshop facilitator guidefor Developing Language Proficiency through Assessment in French as a Second Language is organized into four sections:

1. Facilitator Notes A. Planning Considerations B. Workshop Notes - PowerPoint thumbnail sketches with facilitator notes and suggested activities 2. Workshop Handouts A. Participant Handout Samples B. Handout Photocopy Instructions C. Handout Photocopy Masters 3. Workshop Materials A. Materials Preparation Instructions B. Masters for Materials Preparation C. Workshop Materials CD - PowerPoint slides - selected participant handouts - selected workshop materials 4. Appendices: A. References B. Car metaphor video

This workshop facilitator guide describes a sequence of activities designed to support teachers in learning more about assessment within a French as a Second Language context. The activities can be presented in a variety of

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 3 formats ranging from a full day workshop or several short in-servicesover a number of months depending on the audience needs and time available.

The Overview Chart that follows provides a description of each learning experience and the time suggested for each. The suggested times are estimates only. Facilitators may need to adapt workshop activities and time lines in order to meet the needs and interest of those with whom they are working.

Facilitators are encouraged to make contact with the jurisdiction AAC Assessment Specialists for additional support in preparing and presenting this workshop. Contact the Alberta Assessment Consortium for more information: www.aac.ab.ca [email protected] (780) 447-9420

Facilitators are also encouraged to make contact with district curriculum facilitators working with French as a Second Languageprograms of study and Program Articulation documents.

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 4 I. Facilitator Notes

A. Planning Considerations: Before the Workshop

The following questions can be used when preparing for the workshop: 1. Who is the audience? - What are their roles? - What are their attitudes about this topic, this presentation, and/or the work environment in general? - What experiences, knowledge, skills and potential contributions do they bring to this event? - Can you pair up more experienced FSL teachers with less experienced FSL teachers? - What other French as a Second Language/assessment professional development sessions have they attended? - What are their levels of expertise? - What do they (and their leaders) hope to gain from this workshop? - Did participants bring their Program of Studies and Program Articulation documents?

2. What resources are available? - Who is the contact person? - What needs to be communicated with whom prior to the event? - Who are the AAC Assessment Specialists in this jurisdiction? - Who are the French as a Second Language curriculum consultants in this jurisdiction? - When are upcoming Program Articulation in-service sessions (ARPDC) scheduled? - Do you have access to a color copier (AAC Key Visual) or will you arrange photocopying through your regional consortia?

Logistics questions: 1. How much time is available? - Could any surprises affect the amount of actual presentation time? - How much time is planned for lunch and for breaks?

2. What physical set-up is required? - Who is responsible for: o name tags? o room arrangements? . tables and chairs . Can charts be posted on the walls of the room?

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 5 o food arrangements? o audiovisual equipment – data projector and screen? o photocopying ofmaterials? Different colors of paper to photocopy different handouts?

3. What travel and transportation details should be checked? - Where isthesite and how long will it take to get there? - Will the room be available 45 minutes before the event?

Planning Considerations: Workshop Materials General Session Materials  name tags  session evaluation form  supplies for each table such as post-it notes, ERLC pens, highlighters, markers, etc.  sticky notes  chart paper and stand  tape or adhesive to attach charts to walls

Audio Visual Materials and Requirements  data projector with computer connected OR overhead transparencies and overhead projector  screen  Workshop Materials CD – contains PowerPoint slides and selected workshop handouts and materials  Internet capabilities, if available

Participant Handouts (detailed instructions and masters located in Section 2 of this guide)  participant handout(main workshop handout of PowerPoint slides)  additional handouts (interspersed throughout the workshop) o French as a Second Languagesnowball activity o French as a Second Language Program of Studies (front matter) o Program Articulation Communicative Targets o assessment strategy scenarios o ACC Performance Assessment Tasks (from website) o evaluation tool samples (different colors is helpful) o AAC key visual (must be in color) o I can…. o Authentic, or not? o AAC glossary (optional)

Workshop Materials forAdvance Preparation Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 6 (detailed instructions and masters located in Section 3 of this guide and/or on the Workshop CD)  photo cards

On-site requirements  workshop seating in table groupings  wall space for posting charts

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 7 Workshop Goals and Overview

Workshop Goals The goals of the workshop are for participants to: 1. strengthen understanding of the overarching goal of FSL Program of Studies, 2. reflect on current assessment practices and explore new assessment strategies, 3. discuss and explore how assessment can be used to achieve functional language proficiency, using Alberta curricular documents, and 4. select assessment tools and strategies for use in the FSL classroom.

Overview Chart Activity Goal Addressed Getting Started Conversation Starter Workshop Goals and Overview What’s happening now? What’s new? What’s happening now? 2 Current snapshot Front Matter, Program of Studies Program 1 Articulation* Principles and Purposes of Assessment Principles of Assessment 2 Assessment Purposes Strategies and Tools: Putting Theory into Practice Assessment Strategies 4

Lunch Break Strategies and Tools: Putting Theory into Practice (contd.) Focus on Performance Assessment 3 Assessment Tools I Can Statements What’s next? Council of Europe 2 Alberta Context Closure Evaluations *Facilitators may wish to adapt this activity, depending on the participant understanding of the 2004French as a Second LanguageProgram of Studies and Program Articulation document.

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 8 B. Workshop Notes and PowerPoint Sketches

Facilitator Notes Materials:  photo cards at each table  name tags  participant handout  workshop evaluation form  workshop materials(to be availableon tables throughout the workshop)

Slide #1

Prior to the Workshop [show slide #1 – Title Slide] 1. Welcome participants and introduce yourself briefly.

2. Please note all the partners who were involved in the development of this workshop.

3. Background information for Teacher Leaders: the original form of this workshop was a 2-day workshop developed for the regional consortia in 2005 by AAC. At the time, the regional consortia knew there was a strong need for an assessment workshop for social studies. ERLC also wanted to support FSL through an assessment workshop, so this one was created using the original Social Studies workshop. It has been altered substantially (including moving it to a 1-day format) but was still created in collaboration with AAC.This workshop was developed by The Institute for Innovation in Second Language Education (IISLE) in Edmonton Public Schools. Slide #2

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 9 Introductions slide [show slide #2 – Who are you?] 1. Facilitate a quick introduction so everyone can get to know one another by name and grade level. This slide will need to be adjusted to fit your context.

2. Encourage participants to share something they hope to get out of the day. This will help you do a quick needs assessment, so you can tailor your comments throughout the day. You may wish to chart these ideas to refer to them throughout the workshop. Or, you could also ask participants to write their thoughts on sticky notes and place them on the wall/chart paper.

3. Other questions you may want to pose to participants can be found on page 5 of the Slide #3 introductory materials to the Facilitator Guide.

Agenda slide [show slide #3 – Agenda] 1. Read through agenda with participants. You may want to point out that the day will progress from big ideas (such as the foundations of teaching as a second language) and general concepts to much more specific ideas and concepts (such as how to write strong “I can” statements). (This reflects good brain-based learning practices.)

2. Mention that a health break will be provided in the morning and afternoon, and that these breaks will fall where they naturally need to occur.

Note: it is a good idea to refer to the agenda periodically throughout the workshop to ensure participants understand how the workshop is progressing.

Slide #4 Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 10 Workshop Goals [show slide #4 – Workshop Goals] 1. This relates to Agenda item #1

2. Go through each workshop goal and provide time for participants to read them over from the slide.

3. Reiterate to participants that this is not a beginner session. It is expected that participants have a working knowledge of the FSL Program of Studies, Program Articulation documents, and assessment terminology.

4. Essentially, this workshop is designed to help FSL teachers in Alberta become more Slide #5 effective at using assessment, with the goal of helping students to become more proficient in the French language.

[show slide #5 – The Big Picture: What is it?] 1. This relates to Agenda item #2

2. The purpose of this activity is to help get participants warmed up, and to think about FSL & Assessment in the ‘big picture’. We want FSL teachers to think about “the forest”.

3. Invite participants to examine the photo cards at their table. Gauge time needed to complete this mini-activity (approximately 5 minutes). Photo cards may be exchanged among tables if desired.

Slide #6 Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 11 [show slide #6 – What does it mean?] 1. We sometimes miss the ‘forest’ for the ‘trees’. This workshop will explore both the ‘forest’ – the big ideas and philosophical underpinnings as well as the ‘trees’ – practical strategies to bring assessment of FSL within reach of busy teachers.

2. At this point, mention to participants that our ‘forest’ as second language teachers is building language proficiency. Whatever we do in our FSL classrooms is focused on the main goal of improved French language proficiency, or using French.Our ‘trees’ are the specific strategies we use to build that language proficiency. What we want to do Slide #7 is figure out how assessment can be one of the ‘trees’ in our FSL classroom.

[show slide #7 –Language Proficiency]

1. This slide links to the ‘big picture’ discussed in the ‘big picture’ activity.

2. Language proficiency means what someone can do in the language. As much as possible, assessment of that proficiency should focus on the real-life application of that proficiency.

3. Ask participants which words they see in the definition for proficiency assessment that stand out as important for them. This willbe important later when discussing the Program of Studies.

Transition Our next activity will explore the current landscape of French as a Second Language

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 12 assessment in our classrooms.

What’s happening now? Slide #8 [show slide #8– Current Snapshot (snowball)] 1. This relates to Agenda item #3. 2. Snowball activity: Explain that the purpose for this activity is to establish a baseline of what assessment in FSL ‘looks like’ at the present time. 3. Distribute the ‘What’s happening in assessment?’ handout. Invite participants to record the items they have used or will soon use to gather assessment information for a reporting period. You may want to mention to participants that this does not mean assessment tools such as observational checklists or rubrics, but rather descriptions of tasks themselves, such as “lost pet poster” or “writing out a recipe.” Ask participants to focus here on what the students do with the language. 4. Once participants have had a chance to list some assessment items, invite them to have a ‘snowball fight.” 5. Each participant crumples their assessment list/ ‘gradebook’ and tosses the papers around the room. Everyone picks up one paper to use for the next step of the activity. The goal is to reduce the likelihood of having your own paper and to end up with the same number of snowballs as participants at your table. Let the fun begin! 6. Involve participants in a snowball fight. Crumple the ‘gradebook’ and toss the papers around the room. The goal is to reduce the likelihood of having your own paper and to end up with the same number of snowballs as participants at your table. Let the fun begin! Slide #9

[show slide #9 – What’s happening? 1. Once the ‘snow’ has settled, invite participants to open their papers, engage in a discussion at their tables and tally the responses in the five categories shown on the screen. Participants can use any/all of the information on the papers collected at their table, and decide which assessment strategies align best with each of

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 13 the language skills. Point out to participants that oral language has been divided into production (more rehearsed oral language) and interaction (more spontaneous, such as conversations). The purpose of this activity is to get a sense of how we are focusing on building language proficiency through assessment. There is also a question on the bottom of the page called “What do you notice?” that is provided if participants would like to jot down observations that arise from their brief discussion.

2. While table groups are working, facilitator creates a chart on chart paper similar to the one on the slide.

3. Tally the data from the all the groups and record it on the chart paper. Explain that this data forms a baseline of what assessment in FSL ‘looks like’ at present, and there will be an opportunity to revisit this data later during the workshop.

4. At the end of the activity, you may want to point out Slide #10 that the snowball activity is an effective way to get students to talk about preferences, opinions, etc.

[show slide #10 – Proficiency Checkpoint] 1. Ask participants to look at the information that has been collected on chart paper. Ask them, in their small groups, to decide which assessment strategies that have been listed reflect a real-life application of language use. Remind them that this means that they are looking for tasks that demonstrate how students would use language in their real lives. (You can refer back to slide #7).

2. After participants have had a minute or two to discuss, ask them to offer suggestions as to which assessment strategies can be checked off on the chart paper. Use the suggestions as an opportunity to discuss the meaning of ‘real-life application’.

3. To lead into the next part of the workshop: because we want to try and always build language proficiency, we want to make sure we are able to interpret our curricular documents to help us focus on language

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 14 Slide #11 proficiency.

[show slide #11 – Agenda item #4 : The Role of Curricular Documents] 1. If participants have their Program of Studies, they can take it out now and turn to page 8 to highlight/underline the overarching goal. If not, provide a handout of the selected front matter page. Available: http://www.education.alberta.ca/media/677897/nine_y ear.pdf

2. Review the overarching goal from the Alberta French Slide #12 as a Second Language Program of Studies. Point out to participants that the front matter of the program of studies plainly states that the ‘big picture’ of the FSL Program of Studies is to help students become function in French, so they can use it in the real world.

[show slide #12 – Language Proficiency] 1. Before showing this slide, ask participants what the Slide #13 overarching goal from the Program of Studies sounds like. Show slide and ask them to notice similarities.

[show slide #13 – FSL Program of Studies] 1. The following slides are for information and review purposes and should only take a few minutes to review in total. 2. These are the four general outcomes from the FSL Program of Studies. General Outcomes represent the long-term goals of the program of studies, and remain the same over all nine years. They are essential in assessment to maintain focus on the ‘big picture’. 3. If facilitators think there is time, ask participants if they can remember the 4 General Outcomes with a partner, and then turn to them to verify in the Program Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 15 Slide #14 of Studies. Provide 10-20 seconds of discussion at their tables to think about it. If the session is short on time, then just review the GO’s with participants on slide #13.

[show slide #14 –General Outcomes] 1. After participants have had the chance to recall the Four General Outcomes, show slide #14. 2. If participants have the Program of Studies, ask them to turn to page 11. If they do not have their Program of Studies, hand out the General Outcomes handout. Available: http://www.education.alberta.ca/media/677897/nine_y ear.pdf 3. Have them pull out the most important words in the general outcomes. Why are they important? 4. Write down these key words on chart paper. Ask participants to notice a pattern. What they will likely notice is that there is something in every general Slide #15 outcome about “communication” or “interaction”. Point out that we need to keep in mind that communication is the goal of the program of studies, and that we want to build students’ French language proficiency so they can communicate in French.

[show slide #15 – Specific Outcomes 1. These are the exit outcomes for each specific grade.

Slide #16 2. Specific outcomes help us understand how the ‘big picture’ is broken down into smaller parts. When we look at the specific outcomes, it really is Communication we use to guide our planning. In other words, the specific outcomes are like the “trees”.

[show slide #16 – Car Metaphor] 1. This is an optional activity that is helpful for thinking about the program of studies in a visual way: The program of studies is like a car, and the car’s destination is functional French language proficiency. In the driver’s seat is the general outcome Communication, and Communication is the only one

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 16 who is able to drive the car. The general outcome Language is knowledgeable in all the rules of the road (such as grammar, word usage), but cannot drive the car. The general outcome Culture provides the life, colour and ‘human’ element in the journey, and the general outcome Language Learning Strategies is always available to help support language use and language learning. We need all four members of the car to make the journey successful. Hint: it’s helpful to put four chairs together to mimic a car, and ask for volunteers to come up and act out each role. Slide #17 Note: a video of IISLE staff demonstrating the car metaphor has been provided as a model to help facilitators prepare for the car metaphor.

[show slide #17 – What’s new?] 1. If participants have their Program Articulation documents, they should take them out now.

Slide #18 2. Alberta Education developed the Program Articulation document to serve as a “bridge” between the Program of Studies and planning. The Program Articulation documents specifically articulate the curriculum to help teachers plan for communication.

[show slide #18 – Why a Program Articulation document?] 1. The Program Articulation documents were created as a “bridge” between the overarching goal of the FSL program of studies and the assessment of specific outcomes from the Program of Studies. The Program Articulation document as a whole helps to explain the intent of the Program of Studies. The Communicative Targets section, in particular, frames specific outcomes from the Program of Studies in the context of functionality (the Big Picture!). If participants have their Program Articulation documents, they can turn to the Communicative Targets pages 3-7. If not, hand out Program Articulation Communicative Targets page.

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 17 2. Ask participants what similarities they see between the Proficiency definition (slide 7), the overarching goal (slide 11), and the General Outcomes. Hint: functionality, communication!

3. Ask if there are any questions about the Program Slide #19 Articulation document. You may want to refer to any scheduled Consortia Program Articulation sessions at this time, and recommend they attend if participants are unfamiliar with the Program Articulation document and how to use it.

[show slide #19 – Focus on CT’s & OAG] 1. Ask participants to work with an ‘elbow partner’. Ask them to generate a few characteristics the overarching goal and the communicative targets from the Program Articulation document have in common. Possible responses: both focus on communication, both reflect how people use language in real life, both are aimed at getting students to use language in ways they could use it outside the classroom, etc. Slide #20 2. The conclusion facilitators would like to lead participants towards is that the Communicative Targets will help build students’ functional language proficiency if they are used for the basis of planning and assessment.

[show slide #20 – Think pair share] (This activity can be skipped if time is short.) 1. Go back to the overarching goal and General Outcomes.

2. Participants discuss the implications of this statement for creating teaching and learning contexts for students and record their ideas in the RH column. For example: Because students need to function in French outside the classroom, then as a teacher I need to: a. Set up real life language situations in my Slide #21 classroom b. Provide students to interact orally with each Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 18 other, etc.

[show slide #21 – Linking curriculum to assessment] Slide #22 1. Acknowledge that participants have been doing lots of thinking and reflecting about the FSL 9-Year Program of Studies and Program Articulation documents. Now it is time to take a closer look at the process of assessment, and then we will link the two together in practical and meaningful ways!

2. Invite participants to stand up and stretch, as they have been sitting down for longer than they are used to.

[show slide #22 – Principles and Purposes of Assessment] Slide #23 1. Probably the most comprehensive framework we have for looking at assessment in Alberta is from the Alberta Assessment Consortium (AAC.). The following slides have a key visual that you may be familiar with already, but we will try and look at it from an FSL perspective.

2. Handout: AAC Key Visual

[show slide #23 – Key Visual Aid 1] 1. Assessment is always based on a solid foundation of Program of Studies. Remember, assessment really begins as soon as we start thinking about what it is we want our students to be able to do. In the context of FSL, this means that we are thinking about what it is we want students to be able to do in the French language. Remind participants of the car analogy and who is driving. Slide #24 Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 19 2. This also refers to (in the FSL context) of the Program Articulation

3. Ask participants to add Program Articulation onto their copy (alongside Program of Studies). Invite participants to feel free to write notes right onto the visual!

[show slide #24 – Key Visual Aid 2] 1. Planning process before activity design – includes setting criteria and determining appropriate assessment strategy.

2. Very often in second language classrooms, we tend to start with activities. For example, we learned a great game from a colleague, we want to adapt an activity we used in another class, etc. However, L2 teachers need to be cautious not to let activity planning override good curricular and assessment planning. This may represent a shift for FSL teachers, who could be used to starting with an activity idea, instead Slide #25 of beginning with language functionality.

3. At this stage, FSL teachers simply ask themselves, “What do I want students to be able to do in French?" Do I want them to share information about themselves? Express agreement? Solve a problem? Hint: simple language functions (such as the ones just listed in the example) make great criteria statements for FSL, because they are simple, easy to understand, and focus on functionality.

[show slide #25 – Key Visual Aid 3]

1. Assessment for learning (formative loop) – where students have the opportunity to practice, receive coaching and feedback, and improve

2. This part of the assessment process is very important for FSL, because our students need lots of opportunity Slide #26 to practice in French before they are evaluated.

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 20 3. Here is where we determine the learning activities, after the planning process has taken place

[show slide #26 – Key Visual Aid 4] 1. Assessment of learning (summative assessment) – checks what has been learned Slide #27 2. Since we need to give students the opportunity to practice in French before their performance is evaluated, a lot of our collected evidence will be formative. After that point, we can summatively assess what has been learned.

3. Remind participants that only some outcomes are selected from the Program of Studies for summative assessment.

Slide #28 [show slide #27 – Key Visual Aid 5] 1. Reflection – provides opportunities for students to reflect on their learning and set goals for future learning and assessment experiences

[show slide #28 – Final Slide for Key Visual] 1. Any questions?

2. Consider posing some questions about the visual: a. What does the placement of the various sections indicate? b. Why are different colours used? Slide #29 c. What does the direction of the various arrows Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 21 indicate?

Note: if participants are unfamiliar with assessment terminology, provide a handout of the AAC glossary.

Slide #30 [show slide #29 – Revisiting the Agenda] 1. We have completed agenda items # 1-5.

2. When we return from the break, we will look at a wide variety of assessment tools and strategies, such as descriptive feedback, checklists, I can statements and consider their application in the FSL classroom.

Slide #31 [show slide #30 – Pause Cafe] 1. At this point, it should be mid-to-late morning, and participants will be ready for a break.

2. Inform participants that they will be looking more closely at specific tools and strategies after the break.

[show slide #31 – Assessment Tools & Strategies] 1. This is a quick explanation to differentiate between Slide #32 terms that are often confused with one another.

2. Strategies are what the teacher plans to do in order to find out if students can meet the outcomes they have set out for them.

3. Tools are how the teacher records the information that is yielded by implementing the strategy.

Slide #33 [show slide #32 – Putting Theory into Practice]

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 22 1. Agenda item #6: Strategies and Tools

2. This seems to be the question on teachers’ minds!

3. We know how to select communicative outcomes for learning, and we have set criteria, and now what’s the best assessment strategy to use?

Slide #34 [show slide #33 – Examples of Assessment Strategies] These are examples of Assessment Strategies (What a teacher does to gather assessment information). Some of these will be familiar from this morning’s snowball activity. (Refer to chart paper).

[show slide #34 – Assessment Strategies] 1. On the hand out are a number of FSL task scenarios, Slide #35 based on the Communicative Targets from the Program Articulation documents. These are all examples of performance assessment tasks. Grade levels have been indicated on the handouts.

2. Participants read through the scenarios.

3. Hint: if time is running short, participants can select scenarios from the grade levels they teach. If there is enough time, participants can do all of them.

Slide #36 [show slide #35 –Language Performance Assessment Tasks] 1. Explain that performance assessment tasks represent an effective and comprehensive way to assess several outcomes and students’ language proficiency.

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 23 Slide #37 [show slide #36 – To build language proficiency…] 1. Ask participants to consider these questions

Slide #38

[show slide #37 – Assessment Strategies] 1. Verbally go over some (or all, depending on time) of the language scenarios.

Slide #39 [show slide #38 – Assessment Strategies] 1. We need to use a variety of assessment strategies to gather evidence of learning. If we find we are attracted to one or two strategies, it could be because that is how we most effectively learn, or it could be because this is what we are used to doing.

Slide #40 [show slide #39 – Bon appétit!] 1. Enjoy your lunch, and after lunch, “The rubber hits the road!”

2. If the room has internet access, set up the link to the AAC FSL tasks so it is immediately available for slide #38.

[show slide #40 – Flashback!] 1. This is a ‘get up and move’ activity that works particularly well after lunch. It is designed as a reflective activity designed to help participants frame their thinking about assessment in second languages. Ask people to form a human graph, with #1 on one

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 24 side of the room, #10 on the other, and everyone else arranged between according to how they ranked their experience.

2. As participants sort themselves along the human graph. After participants have arranged themselves in the graph, ask prompting questions such as, “what stood out for you in your language assessment experience?” “What word could you use to describe your experience?” “Why do you think that experience improved or did not improve your language proficiency?” It is usually effective to ask people on either end about their experiences. Be aware that people on the far end of the negative scale may find Slide #39 their experiences upsetting so invite participants to share.

3. End the activity by stating that this afternoon we will be looking at ways to make language learning and assessment more meaningful for students so they would all rate themselves as a “10”!

4. If time is running short in the workshop, this activity can be skipped. Slides: 40. Performance Assessment Tasks 41. What is a performance assessment task? [show slide #39 –Language Performance 42. Authentic Language Assessment Tasks] 2. The next 3 slides can be briefly addressed.

Slide #40 3. Explain that performance assessment tasks represent an effective and comprehensive way to assess several outcomes and students’ language proficiency.

Slide #41 [show slide #40 –Performance Assessment Tasks ] Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 25 1. Why are performance assessment tasks so teacher- friendly?

2. Point out some of the ways in which performance assessment tasks are a good choice for FSL teachers to use in assessment.

[show slide #41 –What is a performance assessment task?] 1. Ask participants to recall the overarching goal from Slide #42 the front matter in the Program of Studies. Ask them to draw out the similarities.

2. Overarching goal: “The overarching goal of this program of studies , then, is to develop students who are sufficiently competent in French so that they can function in the language and culture outside the confines of the classroom.”

3. Possible responses: focuses on real life, prepares Slides: students for using the knowledge and skills outside 43. Authentic or not? the classroom, is concerned with how students 44. Debrief function. 45. Snowball fight

Slide #43 [show slide #42 –Authentic Language ] 1. This slide is intended to have participants reflect on what the terms real-life/meaningful/authentic language use mean.

Slide #44

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 26 [show slide #43 –Authentic or not?] 1. Remind participants that it is important to look at assessment from a variety of perspectives, and therefore they need to work with someone they have not yet worked with today. Also, everyone needs to get up and move to a new spot. New partner, new place, new perspectives!

2. Ask participants to examine each of the FSL scenarios on their sheet and determine if they think they are authentic, or not, and provide a reason.

[show slide #44 –Debrief] Slide #45 1. In the debrief, try and help participants understand that many of these examples are not right or wrong. Often, a person’s perspective determines if one of the scenarios represents authentic language use or not. What is most important to remember is that it needs to be authentic from the students’ point of view.

2. Sometimes, teachers may feel that if we state that a vocabulary game (for example) is not an example of authentic language use, that is wrong and should not Slides: 46. Points to Ponder be used in the classroom. Simply point out that those 47. Made in Alberta Language activities have their purpose, but to achieve our goal of Assessment Tasks building functional language proficiency, students need 48. Evaluation Tools to be often using language in authentic ways. 49. Evaluation Tools definition

[show slide #45– Snowball fight] Slide #46 1. If there is time, revisit the chart paper summary created from the snowball fight activity from slide #9. Show the chart paper to participants to jog their memories, and ask if they would consider any of the activities that contributed to it to be examples of authentic language use for students.

Slide #47

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 27 [show slide #46 –Points to Ponder ] 1. This slide can be very briefly addressed- this is something to think about.

Slide #48

[show slide #47 –Made in Alberta Language Assessment Tasks] 1. Background information: Alberta Education funded AAC summer workshops in the area of assessment and second languages. These tasks are a result of those workshops, and are publicly available.

2. If the room has internet, show teachers the tasks. Slide #49

[show slide #48 - Evaluation Tools] 1. We have reviewed how one uses curricular documents to plan for language tasks to build language proficiency, discussed various assessment strategies suitable for the FSL context, and explored Slides: the meaning of authentic communication. 50. Evaluation Tools Jigsaw 51. Descriptive Feedback 2. Now, let’s look at evaluation tools that can be used to collect all that assessment information.

Slide #50 [show slide #49 –Evaluation Tools definition] 1. If the room has internet, show teachers the tasks.

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 28 [show slides #50 –Evaluation Tools Jigsaw] Slide #51 1. For this activity, divide participants into 4 groups and assign each one of the sample evaluation tools (from the AAC website): Descriptive Feedback, Checklist, Rating Scale and Rubric. Provide participants about 5 minutes to examine and discuss the tool. They will share with the whole group what the key characteristics of the tool is, and what the advantages or disadvantages of using it in the FSL classroom could be.

2. Do not show the next four slides until the group has presented the assessment tool has finished. Leave Slides: this slide on while groups formulate their response. 52. Checklist 53. Rating Scale 54. Rubric [show slides #51 –Descriptive Feedback] 1. Each slide has some characteristics of Descriptive Slide #52 Feedback. (Some of the characteristics could also be considered advantages/disadvantages.)

2. Some advantages may also include: it is a way to give feedback so students can improve their proficiency before they are evaluated; provides individual feedback

3. Possible disadvantages may include: time-consuming; may introduce the use of English into the FSL classroom. Slide #53

[show slides #52 –Checklist] 1. Possible advantages include: easy to use, especially for those activities where students are interacting quickly (such as an Inside/Outside Circle), shows grade level achievement, rather than performance, allows for a ‘quick check’ to see how students are Slide #54 Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 29 functioning in French.

2. Possible disadvantages include: information is limited, teachers sometimes do not know how to use it in an overall body of assessment evidence.

[show slides #53 –Rating Scale] Slides: 1. Possible advantages include: easy to use, but instead 55. A Note about Rubrics of just showing achievement like the checklist, it 56. “Made in Alberta” provides a picture of performance (a range). It gives Assessment Feedback some choices to the teacher about if they want to Tasks observe frequency, consistency or independence. 57. “I Can” statements Information could be used in a grade, if the students are ready to be evaluated. Slide #55 2. Possible disadvantages: still only can focus on one or two criteria. The more levels you use in the rating scale, the more carefully you have to observe the performance.

[show slides #54 –Rubric] 1. Possible advantages: easy to use in a summative grade; provides a lot of information about students’ performance; can be used for self-reflection and peer coaching as well.

2. Possible disadvantages: time-consuming to create; the product students are creating needs to be complex enough to be able to use a rubric for evaluation.

Slide #56

[show slides #55 –A Note about Rubrics] 1. These represent tips for creating strong rubrics in the FSL context: ensure the first criteria deals with communication (driver outcomes). Hint: the Slide #57 Communicative Target statements, when simplified slightly, can make great criteria statements! The ‘double dip’ refers to assessing the same skill more than once. For example, if “uses vocabulary words’ is Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 30 a criteria statement, and “describes a friend” is a criteria statement, then you may be rewarding or penalizing students for the same thing twice.

2. When describing levels of quality, it is sometimes tempting to make the top level ‘sky-high.” We have to remember that still expect even our very strong FSL students to use French in modeled and structured Slides: situations. 58. Creating great FSL “I Can” statements 59. Think about “I Can” [show slides #56 –“Made in Alberta” Assessment statements Feedback Tasks] 60. Developing “I Can” statements (optional)

Slide #58

[show slides #57 –“I Can” statements] 1. I can statements are frequently used by FSL teachers now.

2. This is a great way to help frame instruction, and there Slide #59 are some ways to make sure you are using strong I can statements in the FSL context. (next slide)

[show slides #58 –Creating great FSL “I Can” statements] 1. Review advice with participants.

Slide #60

Slides:

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 31 61. I Can statements are international! [show slides #59 –Think about “I Can” statements] 62. Future Directions 1. Ask participants to work with one or two elbow 63-64. CEFR partners and examine the I Can statements on the handout. Does each I Can statement seem effective, or do some fall short? Slide #61 2. If the session is running short on time, limit the debrief to a few, rather than all, the I Can statements on the handout

[show slides #60 –Developing “I Can” statements (optional)] Slide #62 1. Provided there is time in the workshop, provide copies of a few different FSL tasks from the AAC website. Invite participants to work with partners or small groups to create one or two effective I Can statements for the task.

Slide #63

[show slides #61 –I Can statements are international!] 1. This slide is intended to transition from I Can statements for the FSL Alberta curriculum, to future directions for the language teaching, learning and assessment.

Slide #64

[show slides #62 –Future Directions] 1. The purpose of this slide is to introduce the CEFR and ELP. The ELP and CEFR are beginning to be used more widely in Canada, and many provinces and territories are now basing their language curricula on Slides: CEFR. Increasingly, universities are using the CEFR 65. ELP to articulate the proficiency levels required for 66. How does this fit? language courses. So it is helpful for Alberta FSL Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 32 67. Workshop Goals teachers to know more. 68. Session End

[show slides #63 – CEFR] Slide #65 1. Provide a handout of the CEFR, and point out the URL for more information about the CEFR or ELP.

Slide #66 [show slides #64 –CEFR] 1. The CEFR is used as the basis for curricula, resources and testing across the world, and increasingly in Canada.

Slide #67

[show slides #65 –ELP] 1. The ELP is the document that shows more about a Slide #68 learner’s language proficiency. It is comprised of 3 parts: Passport, Biography, Dossier.

[show slides #66 –How does this fit?] 1. Even if an Alberta teacher does not use the CEFR or ELP, these documents do align well with some sound principles of language teaching and assessment.

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 33 [show slides #67 –Workshop Goals] 1. Revisit the workshop goals.

[show slides #68 –Session End] 1. Thank participants on behalf of all the partners involved in the project, and wish everyone good luck on their ‘assessment journey’.

2. Encourage participants to fill in an evaluation form.

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation 34