How do I hold them accountable without making them translate on interpretive tasks? Oh and I also want it to be quick to make!
On Monday they read two infographics about winter traditions in Hispanic countries (Día de Reyes and Año Nuevo). They did some Venn Diagrams in groups that compared the traditions to American ones. Simple, good for discussion, etc. Some students only half-way did the assignment and let other students in the groups do most of the work. So my big question was: WHAT did they LEARN?
The next day, I gave a pop quiz that is all in the target language like a sorting activity. I made this while I waited in line at the copier, so please don’t judge me. I asked the students to circle the New Year traditions in blue and the King’s Day ones in red. If you don’t have enough markers, they could draw circles or Xs.
I only expected them to get 6 correct since I sprung this on them as a pop quiz and it was the first time I’ve done this. I was pleased with the results and a few students said that they needed to “read more carefully” and “read to learn” next time. I thought those were some good reflections for high schools students.
At our WL meeting today, someone shared a similar formative assessment where they circled all the fruits in the jumble of words. Another one had many words for greeting someone and they circled the one goodbye word that didn’t fit (also called Odd Man Out). Now I’m thinking about how I could use this sorting assessment for listening too…
How do you assess them in the target language on Interpretive tasks?