Assessment & Grading is, by far, the most frequent topic I’m asked about, and this year’s National TPRS Conference features 10 of those workshops on Thursday and Friday! Based on the descriptions, there’s a mix of proficiency people, skill people, tech-tool people, speaking people, rubric people, and more! I’ll be presenting one of those workshops, and have noticed that my thinking is a little different. I do recommend getting to as many of the 10 as you can, so in case you miss out on mine, here’s a brief look at what I’m about…
I have a very simple approach to assessment because the answer is always RLMTL (i.e. Reading and Listening to More Target Language). That is, there is NO assessment I could give that WOULD NOT result in me providing more input. Therefore, my assessments are input-based, and very brief. In fact, what many consider assessments—for me—are actually just simple quizzes used to report scores (see below).
I prefer to assess students authentically.
**Updated 6..30.17 – Agrippīna has been published!**
Agrippīna māter fortis is the latest addition to the “Pisoverse” novellas (i.e. Pīsō Ille Poētulus, and Rūfus et arma ātra), only now Piso and Rufus’ mother gets the spotlight! Agrippina wears dresses and prepares dinner like other Roman mothers, but she has a secret—she is strong, likes wearing armor, and can fight just like her husband! Can she keep this secret from her family and friends?
The novella is currently written with 65 unique words (n.b. Rūfus has 40, and Pīsō 108). Agrippīna is an engaging read, like Rūfus, but almost as long as Pīsō (n.b. Rūfus has ~1440 total words, Agrippīna ~2870, and Pīsō ~2935), making the density of unique words repeated in different contexts much higher. Stephen Krashen told me that a “density” metric didn’t really matter as much as compelling content. My wife, who doesn’t read Latin btw, couldn’t wait to finish the last two chapters of Agrippīna! That’s a good barometer! In addition to compelling content, we know that fewer words contribute to a sense of confidence while reading (for student feedback on the matter, see this post over at The Inclusive Latin Classroom). While Rūfus could be read within the first months of Latin I, Agrippīna can surely follow later in the year, although older students will enjoy confidence from reading something with ease.
As this year comes to a close, I’m asking that you take a look at the first half of the novella, maybe run off a class copy (or project it and read through), and then get back to me with ways to improve it. Asterisks indicate where I intend to establish meaning within the text as a footnote. I’ll be editing it in June, and it should be ready before the next school year. Enjoy!
Click here to access the first 6 chapters (of 12) for previewing/piloting.
It seems that reading Unadapted Ancient Texts—what some people call “Authentic Texts”—has been a universal goal in Classics for quite some time.
Whose goal is this?