1. Mastery teaching program By Alexandra Shaver Early/Middle College at GTCC-Greensboro Spanish Foreign Language Assessment for Mastery

2. Why assess for mastery? My students needed more feedback while on the 0-100 points system. MORE… …transparent feedback …specific feedback …feedback than I realistically have time to give …feedback than they would take the time to read …self-evaluative feedback …more sociocultural feedback

3. Why assess for mastery? Bob played every video game until he won, and then he let his kids play. He didn’t win on the first try, but through mistakes and constant adjustment he learned perseverance, focus and improved his skills along the way.

4. Why assess for mastery? If my friend Liz wins a marathon, she is not penalized for her inability to finish at the beginning of her training. She is, however, rewarded in the end with how much effort she put into her training. Some of that is thanks to the support she gained from others along the way.

5. Why assess for mastery? Why can't learning a foreign language be the same for my students?

6. Benefits Challenges More explicit teaching of simple concepts. SMART goals and scaffolding for all skill levels. Students say “That’s fair!” Students say “That’s easy!” Report cards and progress reports made easy. Increase student responsibility for learning and the learning environment. Time-consuming to develop Stakeholder acceptance Student/Parent Identity tied closely with 0-100 ABCDF’s Professional Community NCWISE: Categories vs. Assignment Type 0-100 points vs. 0-4 mastery scale Why assess for mastery?

7. How do I start? My system was adapted from Marzano’sClassroom Assessment and Grading that Works! I chose: 0-4 point system 0-not demonstrated 1-below basic 2-basic 3-proficient 4-advanced 21st Century Life Skills Work Completion Participation Working in Groups Behavior

8. Start at Level 2 Student exhibits mastery of the simple concepts Students can use formulas, rules and form/meaning connections for Manipulating Translating Identifying Recalling FL teachers, this is for Stretching your below average students General: Students demonstrate knowledge to apply rules to basic words/phrases. Specific: Adjectives-gender and number agreement

9. Second Level 3 3-Student exhibits mastery of the complex concepts Communicating through writing and speaking with proper use of grammar and vocabulary. 3-FL teachers, this is for Stretching your average students General: Students produce their own thoughts in the L2 using correct grammar/vocabulary. Specific: Adjectives-maintain gender and number agreement in communication

10. Jumping back to Level 1 1-Student is unable to complete tasks independently, but is able with the help of notes, other students, or teachers. Students are beginning to use formulas, rules and form/meaning connections for Manipulating Translating Identifying Recalling 1-FL teachers, this is for Stretching your struggling students.

11. Up to Level 4 4-Student exhibits mastery by applying new content or concepts to previously learned material. 4-Student exhibits mastery by applying cross-curricular connections in communication. 4-FL teachers, this is for Stretching your high flyers Affirming native speakers 4- Can simply include extra well written and eloquent spoken responses to questions or prompts.

12. 0-100 Points System 0-4 Scale Grammar Adjectives and Nouns 2 Verbs Like gustar 3 Reflexive Verbs 2 Irregular Verbs 3 Commun. Contexts (V) Getting Ready 3 Describing Class 3 Life Skills Participation 3 Behavior 3 Working in Groups 3 Work Completion 2 Quizzes: Q3 90 Q2 83 Q1 45 Tests: T2 90 T1 88 Homework: HW5 60 HW4 100 HW3 0 Classwork: C2 89 C1 86 Which progress report gives better feedback?

13. Assess for topic, not for assignment type Adjectives Activity 3 pa. 7 2 Quiz 1 1 Homework Guided Practice 2 Homework Core Practice 3 Quiz 2 2 Activity 8 pa. 7 3 Test 2/3 Project 3

14. Homework costs as much as Tests! Adjectives Activity 3 pa. 7 2 Quiz 1 1 Homework Guided Practice 2 Homework Core Practice 3 Quiz 2 2 Activity 8 pa. 7 3 Test 1A Sections B and D 2/3 Project 3 Instructor Evaluation 3

15. GET STARTED 1 For each prep: Determine assessment topics (grammar, vocabulary contexts, 21st Century Life Skills, culture themes/projects, etc.)

16. GET STARTED 2 For the first unit: Explain and model the system, weaving it into topic discussions, notes, assignments, etc.

17. GET STARTED 3 For each lesson: Utilize or create (yourself/team/class) the assessment items for the topic and provide visual during unit.

18. GET STARTED 4 For each student: Provide a portfolio for all assessments from a given unit and assessment record sheets.

19. GET STARTED 5 For classwork/quizzes/etc: Students grade and/or record scores on assessment pages with work evidence in portfolio (which students never take out of class)

20. Watch your students grow! Academic Growth Social Growth Personal Growth

21. HELPFUL TIPS! Find a support group in your school or department! Ask for help/input from your CF and district administration! Develop along the way for your classes! Integrate into lesson plans or write a plan and reflection for professional portfolio!