There is momentum in the move toward competency-based or proficiency-based grading and assessment. The foundation of these assessments is to provide feedback about what students are able to do with the target language. There will certainly be formative assessments of vocabulary of or perhaps some language structures, but ultimately we want students to be able to communicate with the vocabulary and structures.
If we are assessing the language that students can interpret and produce then the majority of students’ grades should rightfully reflect that. With the understanding that there are other factors that come into play, here is the grading percentage breakdown that I use.
Let’s break down one of the categories to see what a competency/proficiency-based grade looks like. For this example I will use my Presentational Writing assessment process.
I begin with the ACTFL Performance Descriptors for Presentational Writing:
The main takeaway for me is the Text Type, as this the language that students are producing and there are clear indicators of what student output should be at each proficiency level.
I began with the idea of a single-point rubric from Jennifer Golzales at the Cult of Pedagogy and combined it with John Hattie’s notion of Medals and Missions.
I modified the idea of the single-point rubric and developed a 4-point rubric with a “3” being the goal/objective, which is a B+. This allows for feedback below or approaching the objective and output that goes above. Here are examples of Novice High, Intermediate Low and Intermediate Low/Mid rubrics. You will notice the text-types and language control are aligned with the ACTFL Performance Descriptors.
I then took that 4-point scale and aligned it with letter grades, which is how grades are reported in my school. When it comes time to average out the grades, I take the average grade of each mode (on the 4-point scale) and average them together with the formative grade using this scale.
Here is an example of how a term or semester grade would be determined using this process of assessment for competency and proficiency in the target language.
As we move in the direction of assessing what students can do with the target language, and not just what they know about it, we will need to find ways to bridge traditional grading with competency assessment. The above process is working well for me and my students, but I will continue to modify and reassess how I’m doing it, and look forward to feedback from others as I continue to work out the details and efficacy.