Diagnostic Assessments
InTASC Standard 6: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Diagnostic assessments provide me with the prior knowledge and data to drive my instruction in a meaningful and engaging manner, as the material will be challenging and relevant to my students. I am able to change my instruction to better serve each class's unique abilities. As Ken O'Connor (2012) states, "Diagnostic assessment is essential because it provides information that allows the teacher to determine what is the appropriate teaching. If we have no idea of where students in their knowledge and skill and understanding as we begin, we will not do effective teaching" (Laureate Education, 2012). The diagnostic allows me to move students up to higher levels when they get a high score on the diagnostic, as it contains the same questions as the final assessment. It also helps me better assess my Heritage Speakers because many can speak or understand the language spoken to them, but they are not able to read or write very well in Spanish. All my students will see their scores used as data that drives my planning and teaching throughout the year. Below are some examples of how I use diagnostic assessments to "engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making" (InTASC, n.d.).
Table of Contents
Listening Skills
In the photo above is one part of the listening section of my Spanish 1 Diagnostic Assessment.
Translation:
Listening: Choose the correct person.
1. Jose is a very professional doctor. He likes to help people.
2. Miriam likes children and works as a first-grade teacher.
3. Laura is an excellent pilot and likes to fly enormous planes.
4. Marcelo is studying to be an architect and currently works at a construction company.
5. Eduardo is a scientist and works for a company in Mexico.
In the photo above are two student listening samples from Spanish 1 Diagnostic Assessment. The first student (on the left) received a 5 out of 10, and the second student (right) received a 2 out of 10. These scores are reflective of most of my students.
In the photos above are two student samples from the listening section of my Spanish 1 Diagnostic Assessment that I give at the beginning of the year. The first student received 5 out of 10, while the second student received 2 out of 10 correct. These two students are reflective of most of my students. This shows me that my students need a lot of focus on their listening skills. Throughout the year, I work to maintain a classroom that remains in the target language. This gives the students plenty of practice listening to the language being spoken. The Common European Framework (CEFR) estimates upward of 1,000 learning hours are needed to become proficient in a language depending on many factors, such as the similarity to the learner's language (Cambridge, 2018). This is only possible for students taking 2-3 Spanish classes each week if we maintain a Spanish-only classroom. "ACTFL recommends that learning take place through the target language for 90% or more of classroom time except in immersion program models where the target language is used exclusively" (ACTFL, n.d.).
Photo #1
Photo #2
Photo #3
In the photos above, The students participate in a number of activities that involve listening in Spanish. In the Gallery Walk (Photo #1), the students walk around the room completing different activities. At the end, we review all the answers in Spanish. During video lessons (Photo #2), the students watch TV shows, clips or movies in Spanish. During whiteboard activities (Photo #3), I ask students questions, and they respond in Spanish. All these activities are ways to boost students' exposure to Spanish and ensure that they have the tools to understand Spanish that is spoken outside of the classroom.
Reading Skills
In the photo above is one part of the reading section of my Spanish 1 Diagnostic Assessment.
Translation:
Reading 1: A day in School
My name is Carolina. I go to the school "Los Rosales" in Barcelona. We have 6 classes each day. My favorite day is Friday. In the morning, we have science, math, and Spanish. I like science because it is interesting. After recess, we study history and French. I don't like French because it is difficult. After eating, we have the last class - gym class. I like gym because I like sports.
66. Carolina has 5 classes each day. True or False.
67. Carolina likes Friday. True or False.
68. Carolina does not like English. True or False.
69. Carolina studies at "Los Rosales" school. True or False.
70. The last class is history. True or False.
In the photo above are two student samples from the reading sections in the Diagnostic Assessment. The first student (on the left) received a 2 out of 15, while the second student (right) received a 3 out of 15.
In the photos above are two student samples from the reading section of my Spanish 1 Diagnostic Assessment that I give at the beginning of the year. The first student (left) received 2 out of 15, while the second student (right) received 3 out of 15 correct. These two students are reflective of most of my students. This shows me that my students need a lot of focus on their reading skills. Similar to ACTFL's position on speaking and listening, they recommend that students have as much practice reading in the target language as possible (ACTFL, n.d.).
Photo #1
Photo #2
In the photos above, students have many opportunities to read in the target language. Photo #1 shows students reading and practicing target vocabulary through flashcards. Photo #2 shows students reading stories in class. I make sure that the students have reading opportunities in every class. This also excites students, as many are unable to read a single sentence in the beginning of the school year. This includes many of my Heritage speakers, who often can speak Spanish, but are unable to read it. However, by the end of the year, most are reading multiple paragraphs at a time.
Writing Skills
In the photo above is the written section of my Spanish 1 Diagnostic Assessment. Most students in my Spanish 1 classes were unable to answer a single question. I did have a few Heritage Speakers that answered in very detailed responses, and as a result, I moved them up to Spanish 2, 3 or 4 depending on their level.
In the photo above is the written section in my Spanish 1 Diagnostic Assessment at the beginning of the year. Most of my students were unable to write a single sentence in Spanish. This tells me that I need to include plenty of class time for students to practice their writing skills. On the other hand, I had a few students who did exceptionally well on the written section, and this showed me that they need to move up to a higher level class.
In the photo above is a written sample of my Spanish 1 Diagnostic Assessment. Most students in my Spanish 1 classes were unable to answer a single question. I did have a few Heritage Speakers that answered in very detailed responses, and as a result, I moved them up to Spanish 2, 3 or 4 depending on their level. This student; however, was able to answer many of the questions, but did not know the last few. She writes:
I am (blurred name) and I am from Connecticut. I have short and black hair. I have a sister and a brother. I like to eat pupusas. I love to go to Six Flags in the summer. A shirt and pants simple.
Here is a student sample from the diagnostic assessment this year. In the written section, she received a 60% because she was unable to answer the last two questions. As stated on ACTFL's World Language Intermediate written proficiency (2012), "Writers at the Intermediate level are characterized by the ability to meet practical writing needs, such as simple messages and letters, requests for information, and notes. In addition, they can ask and respond to simple questions in writing. These writers can create with the language and communicate simple facts and ideas in a series of loosely connected sentences on topics of personal interest and social needs. They write primarily in present time. At this level, writers use basic vocabulary and structures to express meaning that is comprehensible to those accustomed to the writing of non-natives" (ACTFL, 2012). In this assessment, as well as subsequent formative assessments, she showed strength in her first answers but was unable to respond to all the prompts. That being said, she is a strong student, having prior knowledge, and I am able to pair and group her with weaker students in the class.
In the photos above, students can be seen practicing their writing skills in Spanish. Activities that work writing skills include whiteboard activities (in the photo on the left) and gallery walks (the photo on the right). I make sure to include many opportunities for students to improve their writing skills. As a result, many students improve from being unable to write a single sentence to writing on numerous topics by the end of the school year. This includes many of my Heritage speakers, who often can speak Spanish, but are unable to write it.
Speaking Skills
In the photo above are the questions that students respond to in order to assess their speaking skills during the Spanish 1 Diagnostic Assessment at the beginning of the year. Most students were unable to respond to a single prompt.
As a result of most students being unable to respond to any of the questions above in Spanish, I understand that I need to provide students with as much time speaking in Spanish as possible. As stated above in previous sections, the Common European Framework (CEFR) estimates upward of 1,000 learning hours are needed to become proficient in a language depending on many factors, such as the similarity to the learner's language (Cambridge, 2018). This is only possible for students taking 2-3 Spanish classes each week if we maintain a Spanish-only classroom. "ACTFL recommends that learning take place through the target language for 90% or more of classroom time except in immersion program models where the target language is used exclusively" (ACTFL, n.d.).
In the photos above, students practice their speaking abilities in Spanish. I work to maintain an immersive environment, with an emphasis on fluency. That means that students try to speak Spanish at all times in class, even if they make mistakes. Mistakes are natural and part of the learning process. Having the students speak as much Spanish as possible is necessary for them to be able to use the language outside of the classroom in a practical manner. This benefits my Heritage speakers, as well, since many of the ones that do not move up levels are able to understand Spanish but have difficulties speaking it.
References:
ACTFL. (2012). ACTFL PROFICIENCY GUIDELINES 2012. Retrieved October 5, 2019, from https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012.
ACTFL. (n.d.). USE OF TARGET LANGUAGE IN LANGUAGE LEARNING. Retrieved November 10, 2019, from https://www.actfl.org/guiding-principles/use-target-language-language-learning.
Cambridge University Press. (2018, January). HOW LONG DOES IT TAKE TO LEARN A FOREIGN LANGUAGE? Retrieved from https://www.cambridge.org/elt/blog/wp-content/uploads/2018/10/How-long-does-it-take-to-learn-a-foreign-language.pdf
Laureate Education, Inc. (Executive Producer). (2012). Diagnostic assessment
. Baltimore, MD: Author.