Most teachers are required to give number or letter grades in their foreign language classes. Even though there is some level of autonomy regarding how this might be done, the reality is that at the end of the term, semester or year we have to provide one holistic grade. This is often a challenge due to the sometimes ambiguous nature of communicative language teaching. Our grading systems are based on a right/wrong approach to assessment. It’s not easy to honor proficiency progress with a grading system that is set up this way.
It’s a simple fact that does not seem to be evolving any time soon…schools require teachers to give a letter or number grade when assessing students. Along with this reality we as teachers want to provide students with useful feedback on their progress. Collectively, the hope is to provide this much-needed feedback and assessment while following the grading protocol in our schools. Ultimately we would like to combine both what is useful to our students with what is required of us professionally in a sustainable way. Does this even seem possible?
I’ve been there. Several years back as I began researching and deepening my understanding of ACTFL proficiency levels and communicative language teaching. It soon became clear that the fluidity of proficiency levels did not integrate well into a concrete grading system. Essentially, like most teachers, my grades at the end of the term were more a reflection of what students knew about the language than what they could do with the language. As I wrestled with this reality I worked to create a grading program that concretely assessed student proficiency levels while honoring the grading requirements in my school.
As you grapple with this issue, I suggest that you begin by familiarizing yourself with the ACTFL proficiency levels and the text types that are associated with each level. These text types are the output that students produce. Knowing what the student output will be is the first step in creating tasks that will assess students.
Once you know what the expected test type will be decide what thematic vocabulary you’d like to assess along with the anticipated language structures. Once you know what the text type should be and you have a solid idea of what the anticipated vocabulary and structures are you can then create a prompt or task that students can complete and be assessed on.
This sort of backwards planning is essential. If you begin with the prompt without considering the text type output or the vocabulary and structures the prompt is not likely to have the intended outcome.
Once you have the task ready to go, you will need a proficiency-based rubric to assess what the student is able to do. It is essential to include all the elements that that are part of language proficiency. In particular, text type, language control, vocabulary and strategy use.
You can download three types of rubrics HERE. These rubrics include a lesson plan template and are applicable to any proficiency level. In addition, you will find assessment rubrics for presentational, interpretive and interpersonal communication.
Once you use these rubrics you will quickly see how efficiently you can assess proficiency and easily integrate the grade into your overall grades in your class. Without them you will likely find yourself where I was a few years back…ready to embrace communicative language teaching, but unable to assess in a productive and sustainable way.
