To be honest, I’ve had some difficult coming up with my Mastery Assessments as explained by Mager. My biggest confusion is how we are supposed to achieve Mager’s definition of assessments for SDEL environments. If this is a course where there is no instructor, than who is going to be measuring and evaluating the responses??
Obj 1: Without references, be able to name (write) the 5 Cs of Foreign Language Standards.
Obj 2:. Given 10 examples of textbook tasks/activities/exercises, be able to correctly identify (label) with 100% accuracy which of the 5 Cs of Foreign Language Standards is being exemplified.
Test Item: Read the following excerpts from a language textbook. For each excerpt, label the Foreign Language Standard that is being addressed. (If you believe there is more than one standard being addressed in an excerpt, label it with the one that is most obvious.)
Obj 1: Without references, be able to name (write) the 5 Cs of Foreign Language Standards.
Obj 2:. Given 10 examples of textbook tasks/activities/exercises, be able to correctly identify (label) with 100% accuracy which of the 5 Cs of Foreign Language Standards is being exemplified.
Test Item: Read the following excerpts from a language textbook. For each excerpt, label the Foreign Language Standard that is being addressed. (If you believe there is more than one standard being addressed in an excerpt, label it with the one that is most obvious.)
Obj 3: Without references, be able to identify (label):
a. a task.
b. an activity
b. an exercise.
Test item: Read the following excerpts from a language textbook. For each excerpt, label whether it is a task, activity, or exercise.
a. a task.
b. an activity
b. an exercise.
Test item: Read the following excerpts from a language textbook. For each excerpt, label whether it is a task, activity, or exercise.
Obj 4: When provided with the ACTFL Proficiency Guideline*, be able to correctly identify (circle) three examples of Advanced level tasks/activities/exercises.
Test item: Read the following excerpts from a language textbook. Using the provided ACTFL Proficiency Guide, put a check next to the three excerpts that would be rated as Advanced Level Proficiency according to the scale.
Test item: Read the following excerpts from a language textbook. Using the provided ACTFL Proficiency Guide, put a check next to the three excerpts that would be rated as Advanced Level Proficiency according to the scale.
Obj 5: When provided with the IRL Scale, be able to correctly identify (circle) three examples of Level 3 tasks/activities/exercises.
Test item: Read the following excerpts from a language textbook. Using the provided IRL Scale, put a check next to the three excerpts that would be rated as Level 3 Proficiency according to the scale.
Test item: Read the following excerpts from a language textbook. Using the provided IRL Scale, put a check next to the three excerpts that would be rated as Level 3 Proficiency according to the scale.
Obj 6: Without references, be able to explain (write) the differences between the purpose of the ACTFL Proficiency Guidelines and the IRL Scale.
Test item: Read the given scenarios, and write whether you would use the ACTFL Proficiency Guidelines or the IRL Scale. For each, write an explanation for your choice.
Test item: Read the given scenarios, and write whether you would use the ACTFL Proficiency Guidelines or the IRL Scale. For each, write an explanation for your choice.
Obj 7:. Without references, be able to define (write) the Communicative Language Teaching Approach and list (write) the five features.
Test item: Imagine you have received the following email from a publisher asking for more grammar lessons in the textbook draft you submitted. Reply to the email by stating that your textbook uses the Communicative Language Teaching Approach, and provide a quick yet thorough explanation of CLT, including its five features.
Test item: Imagine you have received the following email from a publisher asking for more grammar lessons in the textbook draft you submitted. Reply to the email by stating that your textbook uses the Communicative Language Teaching Approach, and provide a quick yet thorough explanation of CLT, including its five features.
Obj 8: Provided 5 themes and 5 topics, be able to discriminate (label) between a topic and a theme.
Test item: The themes and topics have been mixed up. Read the 10 items given and drag and drop them into either the theme or topic column.
Test item: The themes and topics have been mixed up. Read the 10 items given and drag and drop them into either the theme or topic column.
Obj 9: Given a potential textbook theme, be able to name (write) ten example topics related to the theme.
Test item: You will be given a theme, and you will have 15 minutes to come up with 10 related topics. Write the related topics in the box below. Please provide short explanations of your topic as needed to explain relation to theme.
Test item: You will be given a theme, and you will have 15 minutes to come up with 10 related topics. Write the related topics in the box below. Please provide short explanations of your topic as needed to explain relation to theme.
Obj 10: When given an example topic, be able to provide an example (write) of applying concentric design.
Test item: You will be given a topic, and you will have 15 minutes to describe, using examples, how you could extend the topic across three different proficiency levels using a concentric design approach.
Test item: You will be given a topic, and you will have 15 minutes to describe, using examples, how you could extend the topic across three different proficiency levels using a concentric design approach.
Obj 11: Given a sample Scope and Sequence, be able to identify (label) the parts.
Test item: Label the parts on the following sample Scope and Sequence from an Advanced language textbook.
Test item: Label the parts on the following sample Scope and Sequence from an Advanced language textbook.
Obj 12: Using all references provided in the training, create (write) a skeleton Scope and Sequence for an Advanced LCTL textbook.
Test item: Now, using what you have learned throughout the entire course, create a Scope and Sequence for an Advanced textbook for the less commonly taught language of your choice. For the purposes of evaluation, please write
Test item: Now, using what you have learned throughout the entire course, create a Scope and Sequence for an Advanced textbook for the less commonly taught language of your choice. For the purposes of evaluation, please write
the Scope and Sequence in English.
(^^Creating a good Scope and Sequence can take a long time…how can I put a time limitation on this???)
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