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Transformative Assessment Blueprint Plan

Name Subject Area Grade Level

Maria Godinez World languages 9-12

Class Title Unit Title Estimated Time for Assessment Plan

Las afueras 2 weeks

Part I: Planning for Enduring Understanding

What enduring understanding do you want students to learn through your content area?
I want students to acquire new vocabulary and be able to apply the new vocabulary to every day speaking and
writing.
I want students to be able to speak and write and understand the past preterite and imperfect so that they can
communicate in the past tense and be able to tell us a little bit more about them selves and their family in the
target language.
I want students to feel more comfortable speaking and communicating in the target language.

List content-specific standards that your assessment plan will address:

 WL.CM4.I Participate in opportunities to use age-appropriate, culturally authentic, real-world, and academic
language in transactional and some informal settings within target-language communities in the United States
and around the world.
 WL.CM5.I Demonstrate understanding of transactional and informal topics related to self and the immediate
environment. Use basic sentence-level elements (morphology and syntax).
 WL.CM2.I Participate in real-world, spoken, written, or signed conversations related to self and the immediate
environment. Create sentences and strings of sentences to ask and answer a variety of questions in transactional
and some informal settings.

Rationale: What criteria are implied in the standards and understandings regardless of the task specifics?

The standards imply that students will have the opportunity to engage in communication in the target
language. That type of communication will be speaking, listening , reading and writing. Students will need to
demonstrate through informal assessments throughout the unit and also with a summative assessment at the
end of the semester

What content and skills must student work demonstrate to signify the standards were met?

Students must be able to demonstrate at least 60% of correct conjugations of verbs when using them in
conversations.
Students must demonstrate at least 60% of vocabulary words acquired in the unit.
Students must show at least 60% of sentence level formulation.
Students must be able to listen to verbal questions and give full sentence answers to the questions.

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Part II: Designing Performance Task (examples available in Week 13 Powerpoint & guest speaker)

Describe the authentic performance task that students will engage in to demonstrate understanding?
open-ended, authentic context, multi-faceted and multiple steps, & interdisciplinary/21st century skills (e.g.
research, technology, presentation)

Essential Question: What country did you visit last summer and what types of camping activities did
you engage in with your family or friends? Who did you go with? What did you guys do and what did
you learn about the local community in that place of interest?

Rationale: Explain how your task exemplifies culturally sustaining assessment and advances UDL principle
of expression.
Students must create a project using the technology tools or presentation method of their choice. I will provide
a list of suggested methods of technology. (1)They must provide and present their country or region of choice
using at least 5 descriptive words learned. (2) Describe activities anyone can do while visiting this place.
These activities need to be camping or outdoor related activities and needs to be described using the
vocabulary learned throughout the semester. (3) Students will research the local community and find out what
a local member usually does for a living and how much they average in earnings working how many hours a
day and what the usual population lives from in that area. ( For example: a student who picks Baja California,
Mexico can learn about the local residents and a student can say “ In this town I met Lucia who makes a
living working on the agricultural fields called ‘el fil’ and she works from 4am to 6pm and she gets paid 10
dls a day to do this job. Her children go to school a street away from their home and their grandma takes them
to and from school. Her husband is a fisherman who works mornings at 4 am when the tide is low and his
earnings depend on what he catches that day. The average person either works on the field or they move to the
city where many people live off tourism.” ). This will be presented to the class and it provides different modes
of communication while also allows students to research and find information about the communities they are
interested in visiting and put it in the past as if it already happened ( to practice the past tenses included in the
unit). They will also have opportunity to use the vocabulary and they will be exposed to the local culture and
bring awareness to the way of life in other areas of the world.

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Mark any of the principle(s) of Au’s (2009) restorative and transformative assessments that your
performance task addresses.

 Emphasis on healing, cultural self-knowledge, and/or decolonization

 Identifying and challenging institutional racism in their schools, districts, and communities
 Assess students’ understanding of, and capacities for, institutional and community transformation
 Nuanced, human, and complex expression of student learning, growth, and development

Rationale: Explain how your performance task is an example of transformative assessment

I think after this project students can be more conscious of their surroundings and they can learn about other
societies and how they are different from our local communities. They can see the struggles in other countries
but also the types of families and community supports that people’s experiences that differ from ours. For
example in Mexico almost every single company and employer is required to give Christmas bonuses to their
employees and it becomes a little extra for Mexican families whereas here in the US it is not as common.
Thats a cultural difference that can help students have a different vision of a different country. The example of
Lucia can help students see where our produce may come from and how hard people really work for so little
money in order for us and other countries to pay such low amount for our fruits and vegetables.

Part III: Formative & Summative Assessment

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Summative Assessment: What student products and performances will provide evidence of desired
understandings?
Students projects will provide written evidence of understanding and it will be graded on gramatical
preciseness and structural form in sentences. Students will be graded on their verbal presentation considering
the correct form of the past tenses and the use of vocabulary. The audience will be required to fill out three
important facts of students presentations in order to check their listening skills which will all average as part
of their grade.

Rationale: Explain how your summative assessment addresses content-specific standards

 WL.CM4.I Participate in opportunities to use age-appropriate, culturally authentic, real-world, and academic
language in transactional and some informal settings within target-language communities in the United States
and around the world.
o Students Will engage in real-world and culturally authentic language throughout the project and the
unit. All vocabulary introduced helps students with everyday conversations. The project will help
students take an in-depth learning about their country and community of choice along with getting to
understand the local community. This provides students with culturally authentic experiences of other
countries around the world. By listening to classmates present, students will be exposed to other
communities around the world.

 WL.CM5.I Demonstrate understanding of transactional and informal topics related to self and the immediate
environment. Use basic sentence-level elements (morphology and syntax).
o Students will use basic word and sentence formation and sentences and strings of sentences.
 WL.CM2.I Participate in real-world, spoken, written, or signed conversations related to self and the immediate
environment. Create sentences and strings of sentences to ask and answer a variety of questions in transactional
and some informal settings.
o Students interact and negotiate meaning in a variety of real-world settings and for multiple purposes, in
spoken, signed, or written conversations. They use technology as appropriate, in order to collaborate, to
share information, reactions, feelings, and opinions

Formative Assessment: What strategies will you use to monitor student learning prior to and during
performance task and summative assessment?

I will give class time to work on the projects and students will need to get my approval after deciding where
they have visited and with whom. I will help them by providing useful resources of where to search and I will
make myself available for proof reading any writing while they are working. I will ask questions to ensure
students have the right idea.

Part IV: Assessment Tools

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Assessment Tool: What content and skills will you be assessing in the summative assessment? By what
criteria will student products and performances be evaluated?

Student Self- Assessment: What tool will you use for students to monitor their own learning?

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