How to Play the Game:
1. Learn assessment terminology (never say [Blaine’s term] “breakdown” again – just don’t!).
2. Never say “I don’t assess.”
3. Always say “My assessments, like my instruction are research-proven and based on well-supported SLA theories of comprehensible input.”
4. Don’t test ever again. You could, like make your test just a “fluff” test where all the kids pass and it makes them feel good and that’s fine. But we are at war. Just by principle, don’t test… and be ready to defend why…..
…f I want my car checked out, I don’t answer a multiple-choice assessment about what looks like items related to the car’s ability to operate. I put the key in the ignition, turn the key, and see what happens….
…if you want kids to communicate, instruct them in how to communicate, then give them an opportunity to communicate….
…“You want kids to communicate…”-that’s our objective that we indicate in a S & S without targets….
…“…instruct them in how to communicate” –that’s TPRS….
…“… then give them an opportunity to communicate” –that’s Authentic Assessment….
…unlike with tests, authentic assessment, instruction, and curriculum… all align….
…right now, people on this blog have some awesome curriculum documents (thanks Lance) –we have awesome instruction (thanks Blaine Rey)—but we need Authentic Assessment to round it all off….
…then our happy communicative circle is complete. The walls around our castle will be completely fortified from traditional foreign language attacks….
…when we as a body of educators demand AUTHENTIC assessment, we also start to demand authentic communication in general….
….grammar-Translation is finished when we finally shut down their pathetic “data” crap. You can’t cram for rubrics. You can’t learn it for the week and then forget it. Grammar-Translation people will be shaking in their boots….