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shared by Laura Sexton on 13 Jun 13 - No Cached

shared by Laura Sexton on 13 Jun 13 - No Cached

shared by Sharin Tebo on 24 Apr 15 - No Cached

a standards-based curriculum focuses on the students’ abilities to demonstrate mastery of a skill, rather than scores on assessments. @emilybakerhanes further clarified standards-based grading for world language teachers. She said, “The standards are based on proficiency targets appropriate for their level.”
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Some teachers base their proficiencies on the skills of reading, writing, listening and speaking, while others are using the ACTFL modes of learning: interpersonal, presentational, and interpretive. @cadamsf1 clarified how these overlap, “The skills really are included within the modes.
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Create a system that works for you. It was clear from our participants that there are as many good ways to create a standards-based system as there are world language teachers.
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“Demanding redos creates a class where success is not only possible but probable.” @cadamsf1 brought up the key problem with this system, though: time. She said, “It is still difficult for me to manage the redo retake, makeup and move on, but I must admit it does give powerful incentives and students will try.”
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“Formative = for learning, shouldn’t be graded.”
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“90% of my homework is formative, no grade. But at some point, you have to ask them to demonstrate learning from feedback provided from the homework.”
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