{"id":644,"date":"2015-05-29T14:33:35","date_gmt":"2015-05-29T18:33:35","guid":{"rendered":"https:\/\/madameshepard.com\/?p=644"},"modified":"2015-06-23T20:45:23","modified_gmt":"2015-06-24T00:45:23","slug":"checking-for-comprehension-providing-feedback-on-interpretive-tasks","status":"publish","type":"post","link":"https:\/\/madameshepard.com\/?p=644","title":{"rendered":"Checking for Comprehension: Providing feedback on interpretive tasks"},"content":{"rendered":"<p><a href=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2015\/05\/checklist.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone  wp-image-647\" src=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2015\/05\/checklist-234x300.png\" alt=\"checklist\" width=\"76\" height=\"97\" srcset=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2015\/05\/checklist-234x300.png 234w, https:\/\/madameshepard.com\/wp-content\/uploads\/2015\/05\/checklist.png 500w\" sizes=\"auto, (max-width: 76px) 100vw, 76px\" \/><\/a>A couple of weeks ago I shared the checklists\u00a0I created to streamline the feedback process with the new <a href=\"http:\/\/education.ohio.gov\/Topics\/Ohio-s-New-Learning-Standards\/Foreign-Language\/World-Languages-Model-Curriculum\/World-Languages-Model-Curriculum-Framework\/Instructional-Strategies\/Scoring-Guidelines-for-World-Languages#HolisticRubric\">Ohio World Language Scoring Guides.<\/a> 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 <a href=\"http:\/\/education.ohio.gov\/getattachment\/Topics\/Ohio-s-New-Learning-Standards\/Foreign-Language\/World-Languages-Model-Curriculum\/World-Languages-Model-Curriculum-Framework\/Instructional-Strategies\/Assessment-Guidance-and-Sample-Rubrics\/IPA-AppendixF_Rubrics-ACTFL.pdf.aspx\">ACTFL interpretive rubric<\/a> so that I would have a complete set of these checklists to guide my feedback process on both formative and summative assessments. \u00a0Here&#8217;s a copy of the checklist:\u00a0<a href=\"https:\/\/madameshepard.com\/wp-content\/uploads\/2015\/05\/interpretive-feedback.docx\">interpretive feedback<\/a>\u00a0.<\/p>\n<p>In order to maintain consistency with the other checklists, I wrote the expectations in the middle column.\u00a0 Most of the wording I used here came from the \u201cStrong Comprehension\u201d column on the ACTFL rubric, although I made a few slight changes, based on my reflections in <a href=\"https:\/\/madameshepard.com\/?p=629\">this previous post<\/a>.\u00a0 In the column on the right, I have listed some suggestions that I will check for students who don\u2019t meet the descriptors for Strong Comprehension. \u00a0On the left are comments designed to let the students know what their specific strengths were on the task.\u00a0 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.<\/p>\n<p>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.\u00a0 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.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>A couple of weeks ago I shared the checklists\u00a0I 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 [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_wp_convertkit_post_meta":{"form":"-1","landing_page":"0","tag":"0","restrict_content":"0"},"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[3,22],"tags":[],"class_list":["post-644","post","type-post","status-publish","format-standard","hentry","category-assessment","category-musings"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v19.4 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Checking for Comprehension: Providing feedback on interpretive tasks - Madame&#039;s Musings<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/madameshepard.com\/?p=644\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Checking for Comprehension: Providing feedback on interpretive tasks - Madame&#039;s Musings\" \/>\n<meta property=\"og:description\" content=\"A couple of weeks ago I shared the checklists\u00a0I created to streamline the feedback process with the new Ohio World Language Scoring Guides. 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