View Content #17487

by Brandee Mau, Campbell County High School, Gillette, Wyoming

This week's activity is a self-assessment designed for task-based learning projects. ACTFL Teacher of the Year 2015 candidate Brandee Mau developed the activity for use in her classroom.

Outcome:  Learners will reflect on a completed task-based learning project, self-assess their language use, and set goals for the next unit.

Resources:  Project self-evaluation

Procedure:         

1. Prior to beginning a task-based learning unit, distribute the project self-evaluation sheet so that learners understand the rubric, the goal for language use, and set their own goals for completing the project. If students are new to understanding proficiency levels, share the ACTFL-NCSSFL CanDo statements to help them understand what being a "Novice-Low" or "Novice-Mid" learner really means.

2. Upon completing the task-based learning unit, set aside 5-10 minutes of class time and ask learners to complete the project self-evaluation. Have learners review the ACTFL-NCSSFL CanDo statements before selecting the proficiency level they feel matches their performance.

3. Share with learners the next unit they will be completing in class so they can use the self-evaluation sheet to set reasonable goals for their learning during the next unit.