Chapter 2 Goals and Assessment
I. Key Language Learning Concepts
Proficiency vs. Performance
Proficiency: Refers to fluency (what a student can do with a language in a real situation,
without preparing). It reflects spontaneous, real-world ability.
Performance: Refers to what a student can do on a specific classroom task after practicing
similar activities. It reflects ability in a simulated, practiced environment.
Integrated Performance Assessment (IPA)
The IPA is an activity with three interconnected parts designed to assess communication
across different modes:
1. Interpretive (Reading, Listening)
2. Interpersonal (Conversation)
3. Presentational (Writing/Speaking to an audience)
Understanding Proficiency Levels
Proficiency guidelines (like those from ACTFL) are important for:
1. Knowing where our current levels are.
2. Setting realistic, reachable goals.
3. Checking if our lessons are moving us in the right direction.
The ACTFL (2012a) Proficiency Guidelines describe "what individuals can do with language in
terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-
rehearsed context."
ACTFL outlines four major levels (Novice, Intermediate, Advanced, Superior).
Level Key Abilities Topics Tenses Comprehensibility
Understand/produce
words, lists, sentence
Often difficult to
fragments. Primarily
Novice Concrete, familiar. N/A understand (even for
memorized chunks.
teachers).
Reactive (struggle to
ask questions).
Understand/produce
Direct personal
sentences. Can handle Mostly or all Comprehensible to
Intermediate relevance ("inter-
simple exchanges and present tense. language teachers.
me-diate").
ask questions.
Can
Understand/produce a narrate/describ
Beyond personal and Comprehensible to
Advanced paragraph (connected, e in past,
familiar. just about anyone.
coherent sentences). present, and
future.
Understand/produce
connected paragraphs.
Broader range,
Can support opinions,
Superior including abstract All tenses. High.
hypothesize, consider
concepts/ideas.
perspectives. Fabulous
fluency and accuracy.
Sublevels:
Low: Can barely sustain the level; never function at the next level.
Mid: Can sustain the level fairly comfortably; shows occasional glimpses of the next
level.
High: Very comfortable at the current level; frequently exhibits characteristics of the next
level, but cannot sustain it.
Proficiency vs. Performance
Proficiency is what a person can do with language spontaneously in a real-world context.
Performance is what a learner can do after practice with similar communication tasks in a
classroom context.
Performance is not memorized; it's about developing skills through activities (e.g.,
understanding travel reviews after practice).
Proficiency and Performance work together; their relationship is clarified by Can-Do
Statements (e.g., NCSSFL-ACTFL), which link specific performance indicators to
proficiency benchmarks.
I. Planning Proficiency Through Performance (Backward Design)
1. Establish Proficiency Target: Set a realistic language level goal for the course (semester,
year, etc.).
2. Set Course/Unit Goals: Define what learners will do with the language (Performance
Indicators from Can-Do Statements) for the three communication modes. Goals must be
communicative and build upon each other.
o Unit Topic Selection: Choose based on teacher networking, student surveys, or
relevant texts (books, films).
3. Plan Daily Lessons/Determine Evidence: Plan lessons around specific, measurable
communicative goals. Focus on providing relevant input to facilitate language acquisition
(form-meaning connections).
o Evidence (Assessment) must determine if goals are reached consistently and across
topics. It must be measurable (using action verbs), appropriate for the level, and
reliable (directly dependent on language ability).
II. Assessing and Evaluating Performance
Assessment and Instruction Alignment: Assessment should inform instruction, and
instructional tasks should mirror assessment tasks (Backward Design).
Misalignment Danger: Teachers using communicative activities but testing only
grammar/vocabulary rules (mechanical practice) leads to poor results and wrong conclusions
about the effectiveness of communicative methods.
Focus on Communication: Assessments should be guided by the goal of determining a
learner's ability to communicate meaning, not just test memorization or discrete grammar
points.
Value of Evaluation: Evaluation is useful for gauging program goals, helping learners
understand their abilities, and informing instructional needs, provided it's communicative and
contextualized.
Formative Assessment is Key: Instructors must use formative assessments to continuously
track progress ("minimally," "comfortably," "not yet able to do") and adjust instructional
support accordingly, rather than relying solely on final grades/exams.
III. Integrated Performance Assessment (IPA): Pros & Cons
The IPA is a three-part assessment (Interpretive Interpersonal Presentational) focusing on
authentic, real-world communication around a single theme.
Pros (Hallmarks)
Integrated Tasks: Three tasks build upon each other within an overarching context (Task
Overview).
Authenticity: Uses authentic materials and reflects real-world communicative situations.
Embedded Feedback: Co-constructed, supportive feedback is provided throughout (not just
at the end) using performance-aligned rubrics.
Focus: Shifts assessment from memorization (vocab/grammar rules) to communicative
ability ("what students can do").
Cons (Challenges)
Resources: Difficult to find multiple authentic, unmodified resources appropriate for Novice
learners, especially for less commonly taught languages (comprehensibility should outweigh
authenticity).
Task Development Imbalance: Interpretive tasks are often more detailed than
Interpersonal/Presentational prompts (which can be vague).
Relatability/Authenticity Paradox: Difficult to create interpersonal tasks that are both real-
world appropriate and relatable/necessary to perform in the target language for all students.
Novice Interpersonal: Novice learners struggle with open-ended interpersonal tasks; they
require more structure or interaction with the instructor.
Grading/Rubrics: Grading terminology (e.g., "High B corresponds to Meets Expectations—
Strong") can inadvertently make students feel they are falling short of the level.
IV. Considerations for Effective Rubrics
Purpose: Rubrics can be used for grading or solely for feedback.
Types:
o Holistic: Evaluates overall performance with a general description per level. (Pros:
Big picture, moves away from discrete points. Cons: Avoid lumping descriptors or
having too many overlapping levels.)
o Analytic: Provides a fine-grained evaluation by breaking performance into separate
criteria (e.g., organization, clarity). (Pros: Detailed feedback, easier decision-making
per criterion. Cons: Criteria must be well-defined, non-overlapping, and assessed
separately to avoid double-penalizing.)
Wording and Clarity: Descriptors must be concise, clear, and accessible to all stakeholders
(not too technical or vague).
Level Wording: Avoid discouraging language ("unsatisfactory") or unattainable language
("exemplary").
Grading at Level: Highest score/full credit should be awarded for strong performance at the
targeted level, not performance that "exceeds expectations" (i.e., functioning at a higher
level).
o Suggested Alternatives: "Fully sustained performance at level," "Minimally sustained
performance at level," etc.
Weighted Criteria (Thinking outside the box): Rubrics do not have to be "square." Different
criteria can be weighted differently to reflect their importance within the specific task (e.g.,
assessing comprehension more heavily than question-asking for a Novice-High task)
V. Intercultural Communication Goals Summary
Intercultural communication goals involve knowledge of Cultural Products, Practices, and
Perspectives (3 Ps), all contributing to Intercultural Competence.
Products: Tangible/intangible creations (e.g., food, flags).
Practices: Behaviors (e.g., greetings, punctuality).
Perspectives: Views and values (e.g., beliefs, gender roles).
Intercultural Competence: Involves knowledge, but more importantly, attitudes (curiosity,
respect) and critical-thinking skills.
Key Planning Considerations
Go Beyond Superficial: Avoid treating the 3 Ps as a tourist's checklist. Use in-depth
discussion and analysis to connect practices to underlying perspectives (e.g., US National
Anthem before a game) to prevent reinforcing negative stereotypes.
Multidirectional Reflection: Students must critically reflect on both their own culture and the
target culture, moving past shallow or subjective comparisons. Structured reflections are
recommended.
Combat Stereotypes: Include individual voices and stories alongside collective cultural
aspects.
Integration is Key: Avoid isolating culture as a side note ("Culture Fridays," random
presentations). Integrate language and culture through authentic resources and relevant
information.
Development is Gradual: Intercultural competence develops over time and through multiple
experiences; it cannot be achieved just by learning fun facts or watching publisher videos.
***Key Version***
[Link] vs. Performance
Proficiency is the spontaneous, real-life ability to use language (what students can really
do).
Performance is the ability to complete a practiced task in a classroom setting.
Classroom performance, when planned carefully, helps learners develop toward real-world
proficiency.
2. Integrated Performance Assessments (IPAs)
IPAs are common tools used to measure language growth.
They integrate three communication tasks around a central theme: Interpretive
(reading/listening), Interpersonal (conversation), and Presentational (writing/speaking to
an audience).
They aim to combine skills and reflect authentic communication.
3. Assessment Design and Rubrics
Assessment tasks (IPAs) must align with the learner's proficiency level (Novice,
Intermediate, Advanced, Superior).
Good rubrics ensure fair evaluation.
o Holistic rubrics give a single, overall score.
o Analytic rubrics separate and grade multiple criteria (e.g., accuracy, organization).
Rubrics should use concrete action verbs (e.g., "describe," "compare") instead of vague
impressions.
4. Intercultural Communication
Language use is inseparable from intercultural communication (understanding values and
customs).
Effective communicators must notice differences non-judgmentally, explain their own habits
politely, and repair misunderstandings.
Teachers must link language instruction with culture to achieve both linguistic and human
connection goals.