A couple of weeks ago I shared the checklists I created to streamline the feedback process with the new Ohio World Language Scoring Guides. These checklists were designed to quickly inform students of their strengths and areas for improvement on Presentational Speaking/Writing and Interpersonal assessments. Although Ohio did not create their own Interpretive scoring guide, I decided to make up a quick checklist to accompany the ACTFL interpretive rubric so that I would have a complete set of these checklists to guide my feedback process on both formative and summative assessments. Here’s a copy of the checklist: interpretive feedback .
In order to maintain consistency with the other checklists, I wrote the expectations in the middle column. Most of the wording I used here came from the “Strong Comprehension” column on the ACTFL rubric, although I made a few slight changes, based on my reflections in this previous post. In the column on the right, I have listed some suggestions that I will check for students who don’t meet the descriptors for Strong Comprehension. On the left are comments designed to let the students know what their specific strengths were on the task. As it is my intention that this feedback checklist would be used in conjunction with the ACTFL rubric, I have also included a section at the bottom where I will check which level of comprehension the student demonstrated on the interpretive task being assessed.
Because I rely heavily on authentic resources and corresponding interpretive tasks in designing my units, it was very important for me to be able to provide timely feedback on these assignments/formative assessments. It is my hope that these checklists will help me quickly give specific feedback that will enable the students to demonstrate greater comprehension on their summative assessments (IPA) for each unit.