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the (500), students (273), assessment (252), #formative (224), learning (178), and (159), for (135), they (129), can (112), #student (102), their (99), that (98), have (90), through (89), language (85), how (70), class (69), you (68), not (67), writing (66), speaking (66), use (59), final (59), teachers (59), your (56), mobile (55), feedback (54), education (51), assess (50), are (50), what (45), with (44), will (44), technology (42), learn (41), improve (38), questions (38), http (37), may (36), achievement (35), book (35), available (35), each (35), online (34), foreign (34), them (34), grade (33), such (33), eye (32), peer (32), one (31), from (31), about (30), tags (30), published (30), success (28), badge (28), spanish (28), successful (28), 2011 (27), teacher (27), modern (27), level (27), accountability (27), activities (27), more (26), comment (25), time (25), strategies (25), when (25), example (25), answer (25), this (24), new (24), many (24), program (24), web (23), test (23), responding (23), improvement (22), data (22), which (22), some (22), bit (22), poll (22), 2012 (21), help (21), process (21), provide (21), school (20), does (20), want (20), see (20), digital (19), classroom (19), practice (19), these (19), quiz (19), show (18), then (18), give (18), leave (18), goal (18), question (18), tuttle (17), 2010 (17), different (17), same (17), review (17), know (17), code (17), spontaneous (17), english (16), common (16), grades (16), strategy (16), also (16), october (15), 2009 (15), oral (15), course (15), quizzes (15), ask (15), pairs (15), get (14), november (14), september (14), using (14), badges (14), better (14), identify (14), own (14), but (14), self (14), books (14), name (13), write (13), other (13), 2007 (13), 2013 (13), thinking (13), higher (13), essay (13), make (13), three (13), com (12), january (12), march (12), 2008 (12), improving (12), next (12), out (12), fluency (12), our (12), did (12), video (12), over (12), work (12), begin 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common errors that students will make on the learning goals in the final and have the students in groups prepare a short one to two minute video explaining those concepts they can make these videos not as full explanations but as cheat sheet videos in which they emphasize the most critical parts for example spanish students may review how to ask questions in the preterite tense in the you form and how to answer them in the yo form and they may review the most common verbs such as to go to get ready for a speaking final they can post these on the school server so that other can access the videos whenever they want 6 use a qr code to send them to a google form short 5 10 item quiz based on a final test section as soon as the students finish the mini quiz show them the class not individual results and go over in class strategies to overcome the common mistakes that students made do you know now how your students will do on the final use technology to assess them and help them improve i have 20 spanish spontaneous speaking fluency activities at teacherspayteachers http bit ly tpthtuttle my formative assessment books http is gd tbook formative assessment responding to your students improving foreign language speaking through formative assessment successful and student writing through formative assessment scaffolding modern language speaking for fluency through questions published may 1 2012 assessment communicate conversation fluency foreign language l2 modern language oral question speak speaking talk target language 1 comment tags communication conversation fluency foreign language l2 modern language oral question speaking spontaneous speaking student target language in the modern language foreign language class speaking is the least developed skill teachers may spend much time in teaching a new grammar concept but they usually do not spend that same amount of time in helping students to become better at speaking one way to help students improve their oral communication involves scaffolding their speaking from very structured speaking to spontaneous speaking students can start off by looking at a sheet of questions and asking one of the written basic target language question such as how are you and where do you live to their partner who answers then the partner asks them a different question from the sheet they continue asking and answering for many questions a next baby step incorporates the students modifying these basic questions i have included italicized words for spanish students to change http bit ly squestc for example students might change cuánt as clases tienes to cuántos libros tienes after students have reviewed question words they can ask question words about randomly given common topics such as school and home their partner checks to see which question words they used and tells them which they did not use as students develop their ability to ask questions about a topic their partners answer these questions http bit ly squestw next the students move on to asking and answering questions about a common topic as presented through a graphic such as clip art picture of a girl at a birthday party or a family at a beach the students randomly select the topic to speak about and begin to have their conversation about the topic http bit ly scontop as students become proficient at asking a wide variety of questions and answering those questions they increase in their ability to speak they become more fluent they begin to speak spontaneously i have 20 spanish spontaneous speaking activities at teacherspayteachers http bit ly tpthtuttle my formative assessment books http is gd tbook including improving foreign language speaking through formative assessment final in the course what is it really published may 1 2012 accountability achievement assessment final learn test leave a comment tags assessment exam final learning student test we are within a few weeks of finals some good questions to ask are what is a final what learning do we want the students to show on the final a history teacher tells his students that the final is on chapters 1 15 and all they have to do is know that information obviously the students become overwhelmed because they do not know what is really important in the chapters they do not know the format of the final multiple guess or essay writing they have no idea of how to study for the final teachers give paper and pencil finals scantron finals or online computer scored let s look at some possible types of written final not project based wikipedia defines a final as a big unit test the final covers the same material that has been previously covered and in the same way but covers more of it in one exam an american history final is just parts of previous tests instead of 50 questions the students have 200 questions some teachers give a put it all together test in which students have to integrate what they have learned during the course for example an 8th grade science final involves students reading and critiquing an experiment on the health of a local stream they have covered everything previously in individual sections such as the biological or physical aspects but they have not had to go to the big picture of the whole stream some teachers create a final that consists of the final improvement on previous work for example students have revised a contrast essay previously in english class and they do a final revision as their final some teaches create a final that goes far beyond what the students have learned in class the final includes brand new material such as many vocabulary words the students have never seen and it may ask them to do tasks that they have never done before in class for example in class students have only answered literal questions on reading passages but the final has mostly inference reading questions the final generally does not test the regular forms but focuses on all the irregular forms or exceptions only the a students might pass this final some questions about a final do the students know what precise learning goals will be on the final do they know which learning goals are the most important for success in the final do they know how these learning goals will be tested such as multiple guess or try to fill in the blank does the final reflect the same level of learning as done during the course do the students have a sample final that mimics the final both in content and format do they have an online practice that explains the wrong answers is the final an opportunity for the students to show how much they have learned what type final do you give i have 20 spanish spontaneous speaking activities at teacherspayteachers http bit ly tpthtuttle my formative assessment books http is gd tbook online grading for communicating students learning problems and successes published march 26 2012 accountability achievement administration administrator assess assessment grade improve online student leave a comment tags accountability achievement administration administrator assessment feedback grade improvement online student administrators want accountability for learning in schools one way to build greater accountability is for teachers to use online grading programs that give students and their parents access to the grades for example the teachers can use the free program of engrade or a commercial program such as blackboard as soon as the teachers enter a grade for any assignment the overall grade is updated if students know their updated grades on a regular basis they can decide how to improve parents who have access to their students online grades do not have to worry if their children are correctly relaying their grades they can help direct their children in areas for improvement for example when students and parents see a grade of 40 100 for homework the students and their parents become aware of a critical area for improvement when students and parents know grades on a daily weekly basis they feel on top of things they do not complain that they did not know the grade until the five week period administrators and guidance counselors get less complaint phone calls about grades when students and parents receive constant updates on class grading when students and parents see on line grades as they are entered they can nip any problem in the bud students can do much better in school likewise administrator have greater accountability since the teachers become constantly aware of the overall progress of the students as the teachers enter the most recent quiz grade they see the previous quiz grades as well as the overall quiz grade the teachers see the class average on each quiz so they can decide if they have to re teach the concept in a different manner administrators realize that when teachers use online grading programs these teachers have up to the moment feedback on how well or poorly the students are doing how does your school communicate grades to students and parents so the students can be more successful i have 15 spanish spontaneous speaking activities at teacherspayteachers http bit ly tpthtuttle my formative assessment books http is gd tbook formative assessment and technology tech forum ny 2011 presentation published october 7 2011 accountability activity assess assessment feedback formative formative assessment monitor success technology 3 comments tags achievement assessment diagnose feedback formative formative assessment learn monitor student success tech forum new york dr harry grover tuttle htuttlebs gmail com formative assessment the process of helping students move immediately forward from their presented diagnosed learning to the desired learning goal formative assessment process student responds monitor diagnose feedback improvement time success clearly state the learning goal and desired level of success use exemplars to raise the bar of learning pre test i can forms for self assessment content quizzes use digital forms such as google formsand quia formative assessment and technology student responds monitor diagnose feedback time success digital form is best write on wiki or blog sound or video recording take pictures of record data using spreadsheet google form digital checklist online program such as quia compare against digital exemplar with specifics compare against digital checklist or formative rubric identify new strategy from digital library orally give through avatar voki audacity or screen cast face to face refer to website that shows new strategy qr code suggest explanatory powerpoint made by student or teacher read word processed info text or tweet go through digital exemplar in class time or screen cast eportfolio wall of fame see changes in spreadsheet graph celebrate his books on formative assessment eye on education formative assessment responding to students successful student writing through formative assessment improving foreign language speaking through formative assessment improving foreign language speaking through formative assessment new book published october 2 2011 assess assessment conversation foreign language foreign language teacher formative formative assessment formative feedback language modern language oral peer speaking talk target language leave a comment tags actfl guidelines assesment assess foreign language formative formative assessment modern language oral peer ptoficiency speak i mproving foreign language speaking through formative assessment by harry grover tuttle and alan robert tuttle want a quick way to get your students conversing more in the target language want an easy way to help your students improve in their speaking on a daily basis this practical book shows you how to use formative assessments to gain immediate and lasting improvement in your students fluency you ll learn how to help students climb the actfl proficiencies guide students as they develop in over sixteen language functions such as socializing and persuading embed the three minute speaking formative assessment into every lesson with ease engage students successfully in peer formative assessment teach students to give each other formative feedback provide struggling students with over ten improvement strategies for each language function engage students in over 170 speaking activities use web 2 0 tools to foster speaking move from summative assessment to daily or weekly formative evaluation of speaking each speaking assessment include instructions the assessment form extension activities speaking topics and at least ten strategies for improvement there are ready to use checklists including the i can log that helps students plot their own progress research has confirmed that when teachers use formative assessment students can learn in six to seven months what would normally take a school year to learn you ll find yourself using this book every day because of the gains your students will achieve in foreign language fluency these speaking assessment energize the class as the students have the opportunity to use a language function for a full minute the students use language instead of practicing it please share with your modern language teacher improving foreign language speaking through formative assessment improve speaking fluency with formative assessment presentation notes published september 27 2011 accountability achievement assess assessment foreign language formative formative assessment oral speaking 1 comment tags foreign language formative assessment formative feedback improvement modern language nysaflt oral proficiencies speak improve speaking fluency with formative assessment harry grover tuttle ed d importance of speaking reasons for increasing the amount of student speaking in the classroom formative assessment tuttle 2011 the process of helping students to immediately move forward from their present diagnosed learning to the expected learning formative assessment process student response monitor diagnose give feedback time to incorporate feedback re assess celebrate success formative assessment create a culture of success of constant improvement base speaking on actfl proficiency guidelines focus on language functions not topics such as socialize ask questions persuade use peer assessment to maximize assessment provide speaking assessment for fluency identify the specific language function and level frequent short assessments that provide immediate feedback do a peer assessment in groups of two supply multiple strategies for speaking improvement for a language function narrate identify three strategies for describing what is happening in a visual 1 2 3 have different speaking formative assessments 1 narrate a visual 2 ask and answer questions walk 3 tell preferences 3 5 cards 4 tell a story image 5 give info ws 6 mystery gap visuals 7 provide rich details fluency variety resources tuttle h g 2012 improving foreign language speaking through formative assessment larchmont ny eye on education description of book http wp me p26...
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