Here are links to my Thursday and Friday NTPRS presentations, and related posts for a) those who attended and are interested in reading more, b) those who slept in past 8am (I am slightly envious of that), but wanted to attend, or c) those who weren’t at the conference at all, but find the topics interesting just the same.
NTPRS 2017 – No Prep Grading & Assessment (PPT)
NTPRS 2017 – Same Skills Different Game (PPT)
Related Blog Posts:
No Prep Grading & Assessment
Same Skills Different Game
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.
After attending Michele Whaley’s presentation on Embedded Readings at NTPRS, I was convinced that we’ve been playing a game of Telephone since she and Laurie Clarcq began sharing the concept back in 2012. It turns out that it’s “yes and no,” but there is an important distinction that is being made in current Embedded Reading practice. Whereas many of us THINK we’re creating Embedded Readings, most of us might be just adapting authentic texts, class stories, or textbook narratives. Those products are fine, but aren’t necessarily Embedded Readings. Most of us are missing two key features in our adapted readings that make them better:
- Parallel Stories
- Withholding New/Tantilizing Information (not just more words)
After attending iFLT, I spent another week in Reno at NTPRS. While iFLT offered more opportunities to observe teachers teaching students, NTPRS offered more opportunities to actually BE a student for those of us in the Experienced track. I appreciated the short demos that most presenters gave, even when the workshops were not titled “___ language demo.” There are some game changes here that warrant their own posts (e.g. embedded readings straight from the source, Michele, Whaley), but I have much else to report on. Like last week’s iFLT post, this one includes more of what I intend to think about and/or change for 2016-17. They’re organized by presenter: