Do you have to balance common assessments with your proficiency-focused classroom? Is this a bit of a challenge when those common assessments are not all that focus on proficiency and communication? Today’s episode is a Leveling Up episode, where I coach Lisa, a French teacher in Michigan. Balancing common district assessments in a Proficiency-Focused Classroom is the area where wants to level up her teaching practice. So let’s start the conversation.
- Might have to be a both/and during these years of transition. Allow for this.
- Leave 1-2 days at the end of a unit to check in on the material that should be covered on the district common assessment. Any topics that were not covered during the unit can be quickly added on at the end so that students are prepared.
- Review the district assessments and analyze the proficiency objectives in your curriculum. Identify specific areas where the two align and make sure that the focus remains on language proficiency, while also setting students up for success on the common assessments.
- Make note of the topics that will be added on to the final days of the unit to align with the common assessment.
The Coming Weeks:
- Initiate discussions with department heads or administrators to advocate for the importance of proficiency-focused assessment in language learning.
- Present evidence of its benefits and explore possibilities of incorporating proficiency tasks into district assessments.
- Start with the walkers and get them into running mode, then move onto those standing on the side.
Helpful Podcast Episodes on This Topic:
- #20 Rubrics for Assessment and Learning with Beckie Bray Rankin
- #37 Competency-Based Grading with Ursula Askins-Huber
- #56: Backwards Design and Planning
Helpful Blog Posts on This Topic:
You can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance. Join me on the podcast for a Leveling Up Coaching Episode.
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