I spent about an hour last night looking at the new ACTFL proficiency page as I contemplated how to write rubrics for my kids that would measure where they were falling in speaking and writing.
In the middle of the night, I remembered that Nathan and I had collaborated on some documents, and I just now found them, in the December 21 and 22, 2010, posts here. The first does a quick overview of what the proficiency levels mean. I am pretty sure that the recent ACTFL changes don’t affect that overview, since we made it only up to Advanced Low.
The second document compares each level with how TPRS methods can help students reach to the next one.
It’s important to remember that students must be able to do what the document says in at least five different thematic areas; talking, reading, or writing, for instance, about families, school, daily routines, their town, and their hobbies. Up until Intermediate High, the topics are largely self-centered.
So now I want to go back to seeing whether I can create some rubrics with which I will be able to mark at which level they are operating. As we discussed earlier here, it’s likely they won’t be moving more than one level in a year, and it might take two years, so I don’t really want to have students stressing over whether they’re moving up levels on the rubric.
Hmm…maybe it’s better to go back to the ones I’ve created (and that show up here from other people) in the past. I think I put things like “speaking is at appropriate level for instruction.”
It was enlightening to go to “Categories” on the right sidebar and choose “Assessments.” We’ve shared enough different rubrics here that I shouldn’t need any more. On the other hand, I can get better and more streamlined. With up to four levels in one class period, I do need to be able to show the kids that I’m differentiating.