Introduction
Below are performance assessments from a Spanish FLES program that meets three times a week. The video is from 3rd grade and 5th, the audio file is from 5th grade. Performance assessments are critical to the health of a language program. They provide evidence of a range of proficiencies that teachers and students can build on in subsequent language classes. They also show students what they know and are able to do. When documented electronically, performance assessments can serve as tools for advocacy with administrators and parents.
Weather Channel Activity
In the Weather Channel video, third graders are challenged to create their own "weather channel" and report the day's weather conditions.
| Exceeds Expectations - 3 | Satisfactory - 2 | Does Not Meet Expectations - 1 | |
|---|---|---|---|
| Comprehensibility | My message is crystal clear and easily understood with clear details | Meaning is understood but with pauses and hesitations | Difficult to fully understand |
| Communication Strategies | I have provided the information in a clearly organized way I use gestures and visuals well to help get the message across | I have provided the necessary information I use gestures and visuals | The message is disorganized or some information is missing I do not make use of gestures and visuals |
| Language control and vocabulary use | My grammar is correct when using memorized sentences. My vocabulary is varied. | I am mostly correct when using memorized sentences.My vocabulary shows basic information. | I am correct at the word or phrase level. My vocabulary is repetitive or limited. |
| Presentational impact | Pronunciation is clear, I maintain eye contact with the audience/camera. Delivery is lively and very expressive | The presentation is delivered with interest and eye contact | I make little effort to hold the audience's interest |
Voice recording in Fifth Grade Spanish
In the following audio clip, fifth graders are challenged to sustain an interpersonal exchange of their interests for a minimum of three minutes. They must respond to their partners interests as well as stating their own.
Students were to sustain an unscripted conversation in Spanish. They randomly chose a partner by picking a hidden name out of a basket. The conversation had to be at least three minutes long and without pauses. In order to do their best, students had to be able to respond well to questions and show interest in what their partner was saying.
Having enough recorders for the class allows the pairs to record simultaneously so that students don't have to wait their turn or be tethered to a computer for recording. They can move around the room or record in the hall. It can be instantly played back over speakers in class. The files can be easily downloaded onto a computer for sharing, mailing and scoring.
You can find additional sample rubrics created by a FLAP grant for a consortium of school districts in New Jersey:
Sample Rubrics FLENJ
Individual Presentational Task
Here, a fifth grade students talks about himself and another person. It's an individual presentational task.