Online assessments and spanish instruction

Spanish
Instruction
&
ONLINE ASSESSMENTS

Marco
Raygoza

I. MY CURRENT SITUATION:
CLASSROOM RESOURCES AND
ASSESSMENTS

CURRENT CLASSROOM ASSESSMENTS

A.) scantron
B.) paper and pen
C.) essay
D.) skits
E.) all of the above

NEGATIVES

Old textbooks and old references such as
Sammy Sosa, Wayne Gretzky, Gloria Estefan,
and many others. (The prime of 1999.)
Assessment materials that is intended for a
class size of the endorsed ideal number of
15 students per teacher.
Limited variety of CD audio and current have
VHS video supplements that are remotely
relevant to students.

POSITIVES

 One classroom set of 30 headphones.
 One Smartboard with surround-sound installed in
classroom.
 My personal purchase of a Hauppage tv tuner that
connects to my computer which records off cable to
view on the computer or Smartboard.
 Installed Windows Media Center on my laptop.
 One classroom set of 30 mini-Dell computers.
 (Incidentally, out of the 45 minutes I have with my
students, these computers take about 12 minutes for
students to log in.)

CHALLENGES WITH CURRENT ASSESSMENTS

 Its appearance and monotonous appeal to the students
 The exam questions had little appeal and predictable and was not dynamic.
 Boring according to students tastes
 Dated Resources
 Present material is dated from 1999. (new material 2016)
 Costs
 Paper costs for printing two (8 to 10 page) test monthly.
 Audio test
 Reading Comprehension test
 Paper costs for printing non -test assignments monthly
 Time Consumption
 Grading tests of approximate 150 students per year.
 Time to print exams;
 Sorting and reading the variety of handwriting responses;
 Time on interpreting from one student to another to determine their answer.

II.
CHANGE
TO WEST’S SPANISH DEPARTMENT

The AP Spanish
Language Program
“The fundamental objective that schools should strive to accomplish is to create
a stimulating AP program that academically challenges students and has the
same ethnic, gender, and socioeconomic demographics as the overall student
population in the school.”
[source: http://apcentral.collegeboard.com/apc/public/repository/spanish_lang_teachers_guide.pdf]

KEY A.P. STANDARDS

 “Authentic Spanish Sources”

 The goal for the A .P. program is:
 To have students learn language structures in context and use
them to convey meaning.

 Be a standards-based world language classroom:
 The instructional focus is on function and not the examination of irregularity and complex
grammatical paradigms about the target language.

 Language structures should be addressed inasmuch as they ser ve the communicative task and
not as an end goal unto themselves.
 Promote both fluency and accuracy in language use and not to overemphasize gr ammatical
accuracy at the expense of communication.

 In order to best facilitate the study of language and culture, the course is taught in the target
language.

[source:
http://media.collegeboard.com/digitalServices/pdf/ap/11b_3435_AP_SpanLang_CF_WEB_110930.pdf]

A.P. SPANISH LANGUAGE EXAM

 Section I-50%
 Part A:
 Listening: 34 questions
 (approximately 35 minutes)
 http://advancesinap.collegeboard.org/world -languages/spanish/audio

 Part B:
 Reading: 36 questions (45 minutes)
 http://www.actfl.org/sites/default/files/pdfs/public/StandardsforFLLexecsum
m_rev.pdf

 Section II-50%
 4 tasks
 30% Part A:
 Writing: 2 tasks (approximately 65 minutes)
 20% Part B:
 Speaking: Simulated conversation, oral presentation (approximately 30 minutes)

A . P. E V I D E N C E - B A S E D Q U E S T I O N S
PLUS
A L S O I N C L U D E T H E F O R E I G N L A N G U A G E S TA N D A R D S B Y U S I N G
C U LT U R E S , C O M PA R I S O N S , C O M M U N I T I E S , C O N N E C T I O N S , A N D
C O M M U N I C AT I O N

“Language and communication are at the hear t of
the human experience. The United States must educate students
who are linguistically and culturally equipped to communicate
successfully in a pluralistic American society and abroad. This
imperative envisions a future in which ALL students will develop
and maintain proficiency in English and at least one other
language, modern or classical. Children who come to school from
non-English back grounds should also have oppor tunities to
develop fur ther proficiencies in their fir st language.”

Statement of Philosophy
Standards for Foreign Language Learning
[source;
http://www.actfl.org/sites/default/files/pdfs/public/Standardsfor
FLLexecsumm_rev.pdf ]

III. HOW DO I MEET THE AP STANDARDS WITH
THE AVAILABLE CLASSROOM RESOURCES ?

CHANGE BEGAN
SUMMER 2012

STEP 1-BACKGROUND INFORMATION

 I currently teach Spanish III, IV, V, and A.P.
 July 2012:

 NB sent me to the University of Iowa to attend the
A.P. conference to get a better grasp about the
direction of A.P. Spanish testing.

 Afterwards, I started to redesign my AP class and
also vertically align all my course offerings in the
same format.



STEP 2-
TRAJECTORY OF MY ONGOING EFFORTS

Schoology.com
Feb. 2013
Schoology.com
Moodle.org, Surveymonkey.com, Dec.-Jan.
Edmodo.com,
Blackboard.com
+ Youtube.com Sammi F.
Dec. 2012
Sarah H. Oct.-Dec. 2012
Sept. 2012
Iowa
July 2012

IV. MY PERSPECTIVE OF LINKING A.P.
OBJECTIVES BY USING SCHOOLOGY.COM

 Multiple Choice
 Fill in the Blank
 Audio and Video enabled
 Pictures can be uploaded
 Can score any objective test
 Students must have a key number to view test that a teacher
gives.
 Students are able to take test a specific times, days or both.
 Random Question Generator
 Students can have the same test rearranged so that Question #1 for
Bob is Question #15 for Sam.
 Also, Question #1 for Bob will be A, B, C and D in sequence. But for
Sam, the sequence for Question #15 is D, A, C, D. and so on.

HERE ARE SAMPLES OF HOW TO MEET AP
TESTING

 INPUT FROM TEACHER

A. SECTION I
(LISTENING)
B. SECTION II
(READING)

SECTION I (LISTENING)
CURRENT AUDIO QUESTION SAMPLE

SECTION I
SCHOOLOGY AUDIO QUESTION SAMPLE

SECTION II (READING)
WRITTEN EXAM QUESTION EXAMPLE:

51. Cuando los niños se aburren mucho en casa, muchas veces ellos ______.
a. se pelean
b. se asustan
c. se ríen
d. se bañaban

52. De niña, Elizabeth siempre ______ en la escuela. Cada semestre sacaba
buenas notas.
a. tenía hambre
b. tenía envidia
c. tenía éxito
d. tenía vergüenza

S E C TI ON I I ( R E A DING)
SC H OOLOGY RE A DI N G E X A M QUE ST I ON SA M P LE FOR
T E AC H ER TO SE E

1. Question 2.
on screen as Revision of question
multiple choice

SCHOOLOGY READING EXAM QUESTION
SAMPLE FOR STUDENT VIEW

3.) PREVIOUS QUESTION WITH AUTHENTIC
SOURCE(VIDEO)

SCHOOLOGY QUESTION WITH AUTHENTIC
SOURCE

 EFEMÉRIDES VIDEO (Youtube)

USING SITES SIMILAR TO
SCHOOLOGY.COM, IT BROUGHT GOOD CHANGE
TO MY CLASSES
Brought insight on how to better design an
evidence-based question.
Matched my tired and dated Spanish resources
to keep up with the AP Framework.
Opened new paths on how to reach a
student’s interest on language learning.
“When am I going to use Spanish?”
Empowered my students to step towards their
grade accountability.
It gives my student instant grade responses

V. CONCLUSION
BY CHANGING, MY RESULTS…
 District Level:
 Took responsibility to greatly eliminate much of my paper use.
 Satisfied the A.P. requirements.
 Extended the shelve life of our outdated textbooks.
 Building Level:
 Created rapport with my colleagues about new assessments.
 Strengthened my knowledge on how to better meet the course objectives.
 Gave my students an original approach to assessments.
 It quantitatively sorted my students into a Bell Curve of three groups:
 Deficient
 High Achieving
 All ranges of students in-between.
 Personal Level:
 Technology has become my grading slave.
 Step towards a Distinguished Level
 I have more data to chime in on allocating newer and faster computers for our
department to have.

T H A N K YO U FO R PA R T I C I PAT I N G .
ANY QUESTIONS?
A S K O R E M A I L M E A B O U T A N Y C AV E AT S .
M A R C . R AYG O Z A @ N B E XC E L L E N C E . O R G

 7:30 – 8:30 – Superintendent’s Welcome and Keynote
 8:35 – 9:40- Session 1
 9:50 – 10:55- Session 2
 11:05 – 12:10- Session 3
 12:10 – 1:05 Lunch
 1:10 – 2:15- Session 4
 2:25 – 3:30- Session 5

Online assessments and spanish instruction

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