Important things to know about our language assessments and how they are rated and graded in our World Language Program: 
 

Most of our language assessments at every level (7th grade through 12th grade) are performance based. Performance assessments allow our learners to demonstrate their language skills through real world tasks and scenarios. Learners are able to practice targeted skills throughout each unit by completing tasks in class, as homework, collaborative activities, projects and formative assessments. 

At the end of each unit of study the learners take a summative assessment that requires the learners to use speak, listen, read, and write.  In addition to this, there are numerous opportunities for students to demonstrate their proiciency in the four areas. 

 

The learners' performance is rated using a scale that describes the levels of proficiency used in World Languages. The descriptors in the rubric are part of  national and state descriptors for all levels of language; Novice, Intermediate, and Advanced. 

 

Below you can click on information and resources for further information on the targeted levels for each course and what each level means. This will help you understand what your child will be able to do in the language at each level. 

 

  • The proficiency outcomes rubric has abbreviated descriptors in each column for each mode. For much more detailed descriptors please refer to the link here: ACTFL Performance Descriptors.

  • Davis School District language students can track their progress on tracking forms similar to this one.At the end of each grading period for all courses in grades 7-12, the learners will receive a rating that relates to a level on the rubric.

  • This rating describes the level of language the learner is able to sustain consistently at least 80% of the time on skill based tasks. 

  • Parents (and students)  can track how well their child is doing at each grading period and what level of proficiency they must set as their goal in order to reach the next level and/or attain their desired grade at the end of the course. It is important to note that a beginning level of proficiency for each course is not the desired level for the end of the course.  

  • For a complete explanation of why we focus on proficiency in our programs, how the WL classroom functions now and how ratings and grades are determined, please download our assessment and rating/grading guide for 2015-16. Click here to download: WL Assessment and Grading Guide for 2015-16 .This guide will help explain the entire process and provide you will examples of what to expect and how to interpret your child's ratings and grading information.

Why Standards Referenced Grading?

Standards Referenced Grading is a system of reporting student proficiency in a number of specific learning goals (or standards).  In this system of grading, grades now represent the student's   proficiency in each of our  proficiency standards. The idea is that at the end of the class a student has mastered the proficiency necessary for the next level. We are are focused on skills & proficiency, not on points. 

 

 

 

Standards Referenced Grading...

 

  • gives a clear message about what a student knows and can do and what needs to be mastered in relation to a standard.

  • reports student achievement to students and families accurately and consistently.

  • doesn't reflect citizenship, participation, or extra credit, which provide a false sense of mastery.

  • provides common expectations for student performance in each level of language learning.

  • informs instruction based on student performance.

 

  • provides students with many opportunities to demonstrate mastery throughout the year--not just one one high-stakes test.

 

 

 

 

 

Assessment & Grading

The World Language Department has established this grading guidelines:


A = Student exceeds expected proficiency

B = Student meets expected proficiency

C = Student is progressing toward expected proficiency

D = Student shows some progress toward expected proficiency

F = Student shows little, if any, progress toward expected proficiency

In Davis School District our goal is for our learners to be able to truly use language as a means of communication with the world around us.  This means a lot of practice and use of the language by the teacher and the student. The successful acquisition of a second language requires students to follow a long, sequential course of study that focuses on student use of the language, as will be required of them in the "real world." 

Focus on...