Subject Area

Foreign Language Pedagogy

Abstract

Accurately assessing student performance helps instructors develop more effective classroom materials to increase proficiency in the target language. In order to facilitate this process in my classroom, I have developed rubrics for Speaking and Listening that are based on ACTFL guidelines, and that can be easily modified to suit the specific needs of any language at all levels from Novice through Distinguished. Thus, these rubrics can be very useful not only for the individual instructor, but also for language departments that wish to use a common rubric for assessing student performance.

At the end of the session, participants will be able to use the guidelines to write their own target-language specific rubrics and use them to accurately and confidently assess their students’ proficiency levels in Speaking and Listening at any level on the ACTFL scale. I have used these rubrics with my own students who ranged from true beginners to native speakers for the past 3 semesters, and have found them to work very well. Several of my colleagues in the Department of Foreign Languages have also responded favorably to these rubrics. If this proposal is accepted, I hope the session participants will find them equally useful.

Brief Bio Note

Dr. Catherine Johnson is an associate professor in German at Georgia Southern University. Her research interests include second language acquisition, assessing student performance, issues of race, ethnicity and nationality in German-speaking countries, and POGIL (Process-Oriented Guided Inquiry Learning).

Keywords

ACTFL, Rubrics, Inter-rater Reliability, Assessment, Proficiency

Location

Room 217

Presentation Year

2015

Start Date

3-26-2015 3:00 PM

End Date

3-26-2015 4:15 PM

Embargo

2015

 
Mar 26th, 3:00 PM Mar 26th, 4:15 PM

Rubrics for Easily and Accurately Assessing Speaking and Listening Proficiency from Novice through Distinguished

Room 217

Accurately assessing student performance helps instructors develop more effective classroom materials to increase proficiency in the target language. In order to facilitate this process in my classroom, I have developed rubrics for Speaking and Listening that are based on ACTFL guidelines, and that can be easily modified to suit the specific needs of any language at all levels from Novice through Distinguished. Thus, these rubrics can be very useful not only for the individual instructor, but also for language departments that wish to use a common rubric for assessing student performance.

At the end of the session, participants will be able to use the guidelines to write their own target-language specific rubrics and use them to accurately and confidently assess their students’ proficiency levels in Speaking and Listening at any level on the ACTFL scale. I have used these rubrics with my own students who ranged from true beginners to native speakers for the past 3 semesters, and have found them to work very well. Several of my colleagues in the Department of Foreign Languages have also responded favorably to these rubrics. If this proposal is accepted, I hope the session participants will find them equally useful.