Chapter 2: Goals and Assessment
1. Understanding Proficiency Levels;
* Language proficiency is described by ACTFL guidelines at
novice, intermediate, advanced, and superior levels.
* Proficiency reflects what learners can do spontaneously in
real-world communication.
* Realistic goals must consider learners’ starting levels; progress
happens only with multiple opportunities for meaningful
communication.
Discussion Questions
1. Why is it important for teachers to set realistic goals based on
learners’ starting proficiency levels?
2. How might unrealistic expectations affect student motivation
and learning outcomes?
3. What classroom strategies can help students progress from
one proficiency level to the next?
2. Proficiency vs. Performance;
* Proficiency = spontaneous, unrehearsed language use in real-
world contexts.
* Performance = what learners can do after practicing similar
tasks in class.
* Both are interconnected: performance tasks in class prepare
students to reach proficiency benchmarks.
Discussion Questions
1. In what ways can classroom performance prepare learners for
real-world proficiency?
2. Why might teachers mistakenly value proficiency over
performance (or vice versa)?
3. How can “Can-Do Statements” help link performance
activities to proficiency goals?
3. Planning for Proficiency through Performance;
* Backward design: start with proficiency targets, then plan
units and lessons.
* Goals should focus on meaningful communication, often
framed through thematic units.
* Teachers must plan evidence of learning that is measurable,
level-appropriate, and reliable.
Discussion Questions
1. How does backward design improve alignment between
goals, instruction, and assessment?
2. What are the benefits of using thematic units instead of
isolated grammar topics?
3. What are some examples of “measurable evidence” of
communication at different levels?
4. Assessing and Evaluating Performance;
* Assessment and instruction must be closely aligned.
* Communicative assessments (e.g., Integrated Performance
Assessments – IPAs) are preferred over discrete grammar/vocab
tests.
* Multiple forms of assessment, especially formative, guide
teaching adjustments and provide feedback to learners.
Discussion Questions
1. Why is misalignment between instruction and assessment a
common problem?
2. How can formative assessment support both learners and
teachers?
3. What are the advantages and disadvantages of Integrated
Performance Assessments (IPAs)?
5. Considerations for Effective Rubrics;
* Rubrics should focus on communication, not memorization.
* Holistic rubrics: evaluate overall performance.
* Analytic rubrics: break down performance into components.
* Rubrics must be clear, level-appropriate, and fair, rewarding
sustained performance at the target level.
Discussion Questions
1. What are the strengths and weaknesses of holistic vs. analytic
rubrics?
2. How can rubric wording influence student motivation and
self-perception?
3. Why should full credit be given for “at-level” performance
instead of only for exceeding expectations?
6. Intercultural Communication Goals;
* Language learning also involves developing intercultural
competence (knowledge of products, practices, and
perspectives).
* Teachers should avoid superficial “tourist-like” culture
lessons.
* Structured reflections and personal stories help learners think
critically about both target and home cultures.
Discussion Questions
1. How can teachers move beyond superficial cultural
comparisons in class?
2. What role do curiosity and respect play in intercultural
competence?
3. Why is it important to integrate cultural learning even with
novice-level learners?