James posted a comment today that I would like to use as a jumping off point for a discussion that will lead to rubrics to join jGR to align our grading with the Interpretive and Presentation Modes as well. For convenience until we come up with real names, I am calling:
- jGR 1 – Interpersonal Mode rubric
- jGR 2 – Interpretive Mode rubric
- jGR 3 – Presentational Mode rubric
Here is James’ comment and I hope we can get some discussion going on it and have a REAL and CURRENT WITH ACTFL assessment system ready for our gradebooks next year:
This idea of having a jGR-like rubric for the other two modes, Interpretive and Presentational, is where I feel myself going now for next year with standards-based grading. I’ll have three standards–interpersonal, interpretive, and presentation–each ranked 1-4. The cool part is that the tasks/descriptors for each level is totally up to me and can be made as CI-friendly as possible.
Here’s what I have so far for interpretive, levels 1 and 2 (notice how everything is basically what we already do):
4.0: In addition to 3.0 content, students will be able to translate into English written Latin texts not previously seen but containing familiar vocabulary and content. 3.0: In addition to 2.0 content, students will be able to answer comprehension questions in English and in Latin about Latin texts which they have read. 2.0: Students will be able to record Latin dictation. 1.0: Little or no ability has been demonstrated.
And here is what I have for presentational, level 1 (again, it’s stuff we already do):
4.0: In addition to 3.0 content, students will be able to complete simplified Latin storyboards of Latin texts which they have read (i.e., Essential Sentences). 3.0: In addition to 2.0 content, students will be able to complete a 50 word Latin free-write in five minutes about Latin texts which they have read. 2.0: Students will be able to complete a 20 word Latin free-write in five minutes about Latin texts which they have read. 1.0: Little or no ability has been demonstrated.
So no more percentages. It’s just a matter of the student showing me that he understands the language by doing these various things. From there he gets a rank 1-4 and his overall grade is calculated like I described in an earlier post (see the standards-based grading category).