a. Students are aware of the Kentucky Learner LinguaFolio samples Benchmarks. Learner’s use of rubrics b. Students set personalized, incremental Samples of student goal setting and learning targets aligned to the Kentucky Learner implementation Benchmarks. c. Students are involved in the assessment of their own progress and that of their peers, including the development of rubrics. d. Multiple assessment opportunities are used based on individual learning styles for students to demonstrate their language competencies. e. Students regularly check and reflect on their progress against stated benchmarks. f. Students provide evidence of what they can do in the language. Demonstrator 2: Standards-based formative and summative views of and for learning are embedded into the learning process to evaluate proficiency and inform the individual’s learning progress. Fully Functioning Characteristics Examples of Evidence a. Formative and summative views are End-of-course assessments (are these designed to allow students to demonstrate their considered formative, or summative?) language and intercultural competencies according to the Kentucky Standard for World Language Proficiency. b. Proficiency levels for the World Language Core Performance Skills and Learner Benchmarks are clearly communicated to students.
a. Students are aware of the Kentucky Learner Benchmarks. b. Students set personalized, incremental learning targets aligned to the Kentucky Learner Benchmarks. c. Students are involved in the assessment of their own progress and that of their peers, including the development of rubrics. d. Multiple assessment opportunities are used based on individual learning styles for students to demonstrate their language competencies. e. Students regularly check and reflect on their progress against stated benchmarks. f. Students provide evidence of what they can do in the language. LinguaFolio samples Learner’s use of rubrics Samples of student goal setting and implementation Demonstrator 2: Standards-based formative and summative views of and for learning are embedded into the learning process to evaluate proficiency and inform the individual’s learning progress. Fully Functioning Characteristics Examples of Evidence a. Formative and summative views are designed to allow students to demonstrate their language and intercultural competencies according to the Kentucky Standard for World Language Proficiency. b. Proficiency levels for the World Language Core Performance Skills and Learner Benchmarks are clearly communicated to students. End-of-course assessments (are these considered formative, or summative?)
World%20Language%20Program%20Review%202011.docx