Non-Traditional Assessment (Example 1)

Description:
    
This assessment method is very unique because I created two options for the students. They have the opportunity to choose an assessment project that they feel they can do the best on and are the most interested in. I also give them the choice to work alone or in groups, so that they have control of their working environment. This assignment is designed to assess the students interpretation of audio text. The students will work on their listening skills as well as their writing or speaking skills, depending on the assessment option they choose.

Reflection:
    
Allowing students to have an option in what style of project they create is something that I was never given the opportunity to do, but always wanted to. I feel that this is a good way for students to direct some of their own learning. I learned that it is relatively easy to develop two different projects that accomplish similar goals. Taking the time to develop options for the students can inspire them and empower them.

Rationale:
    
This is a non-traditional assessment because it is not a paper and pencil exam. This project relies on student creativity in order to be successful. The students are going through several processes in order to create a finished product. They are demonstrating their knowledge of listening comprehension in a informal and indirect fashion.

Links to Content Standards for Foreign Language Education in Indiana:
    
This assessment artifact exhibits Standards 1 and 3. It coincides with Standard 1 because the students are expressing their own ideas and creativity in their project. Standard 3 is exemplified because the students are presenting their ideas and projects to the class.

 

Artifact: Authentic Audio Activities
*The students will be working with a lesson that covers listening. The students will have listened to several songs previously. This assessment will allow them to choose which type of project they would like to do. They can work alone or individually. There are rubrics to accompany each project option.

1. Listen to the authentic audio track of Sypmathique

2. Read the assignment choices and choose an option to complete as your project.
Assignment Options:
Option 1: Creating a Music Video
            The students will get into small groups of about 3-4 students. They will have to create a “music video” in which they act out or portray the actions and sentiment of the song. They students can be as creative as they would like and props are encouraged. The students can perform their “video” live in front of the class or video tape their “music video” and show it that way.
            Assessment: This assignment will be graded more formally. I will give the students a rubric before they start the assignment so that they are clear on the guidelines. The students will receive a group grade. The rubric will assess the following categories:
           -
         accuracy in portraying the plot of the song
           -
         group participation (every group member must contribute)
           -
         organization and preparedness

Creating a Music Video Rubric

 Option 2: Create an Alternate Ending
            
The students will have the opportunity to re-work a portion of the song, add a section or change the ending of the song. The students will need to use the verbs that we learned in the song in their revisions. They will have to create 6-8 lines to add to the song.

Assessment: The students will be given a rubric of the required elements. They students will have an opportunity to share their song revisions to the class.

Alternate Ending Rubric

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