Empowering World Language teachers to develop their learners' proficiency, by providing compelling and comprehensible input. Building bridges.


My official goal to design best-in class assessments started in 2011-2012. That year, the College Board finally got rid of the old mammoth that was the French AP exam and designed a new exam. I used to tell my AP students that we would only practice for the exam 2 weeks prior because I was not going to waste their AP year drilling verbs, listening to canned conversations that were not authentic, and doing “fill-in-the-blanks”. That is not what a world language is about! So you can imagine how excited as I was for this change: a real world exam aligned with the World Languages standards, with authentic texts and audio pieces (Interpretive), a simulated conversation and an email reply (Interpersonal), and an oral cultural presentation and a persuasive essay (Presentational).

And so that summer,  I took the newly published French AP rubrics and worked backwards with my colleague to design speaking and writing rubrics for every level of French. As soon as I figure out how to post files on this blog I will share them :). We now use these rubrics for formative and summative assessments and I am already noticing improvement in the way my student produce language. As soon as I figure out how to post evidence I will share :).

Since then, I have been on a journey, and it is not over…

As I am looking into creating my first Student Learning Objectives (SLO) as part of my Teacher Evaluation Pilot next school year, I decided to spend time investigating the “Integrated Performance Assessment” (IPA) as a potential option for post assessment. I can not wait to learn and share my findings and experiments (failures and successes) on this topic.

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