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Transformative Assessment Blueprint Plan

Name Subject Area Grade Level

Kimberly Blanks World Languages - French High School
Class Title Unit Title Estimated Time for Assessment Plan
French I N/A N/A

Part I: Planning for Enduring Understanding

What enduring understanding do you want students to learn through your content area?

We are not alone in the world. We all belong to a global community. Our differences are what make us
amazing. No one language, culture, or person is better than another. Language is alive. It changes and evolves
with the culture and the people. I want students to learn to recognize differences, respect them, and celebrate
them, not judge them.

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

 WL.CM1.N (World Language Standard. Novice level)
Demonstrate understanding of the general meaning and some basic information on very familiar
common daily topics. Recognize memorized words, phrases, and simple sentences in authentic texts
that are spoken, written, or signed.

Rationale: What criteria are implied in the standards and understandings regardless of the task specifics?
What content and skills must student work demonstrate to signify the standards were met?
Students will be able to demonstrate understanding of the general meaning of basic commands used in daily
and classroom life. They will recognize and memorize the words and phrases as evidenced by actually
following the commands during the game. Students will recognize the written words and phrases as
evidenced by reading them to lead the game. This lesson will focus on listening and comprehension.

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)

The class will play the game “Jacques a dit” (Simon Says) and the teacher plays the role of “Jacques” saying
the commands aloud to the students, who will perform them accordingly, but only if the command begins
with, “Jacques a dit.” If the command is not accompanied by the phrase, “Jacques a dit,” and a student
performs the action, that student must sit down until a new round begins. When a student is “out,” I or
students may yell, “EXCLUS!” To keep those students who are “exclus” engaged, I will tell them (in French)
to watch carefully and act as a spy to see if any other students make mistakes. Use cognates and gestures to
make myself understood to them: “Tu es espion! Tu es espionne! Regarde les autres pour les erreurs!” End
the round when play in that round becomes stale, even if there are many students standing.

Essential Question:
Pham, Fall 2019
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What do the linguistic features of these commands tell us about the culture? Is there a relationship between
any of the French words and English?

Rationale: Explain how your task exemplifies culturally sustaining assessment and advances UDL principle
of expression.

This activity is kinesthetic and engaging. It is supported by the visual of the written words. Students are able
to follow along by watching, even if they forget a word. There is an additional support planned for students
who need it as demonstrated by being eliminated from the game.

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

The assessments planned for this lesson will be used to inform and reshape instruction and teaching practices.
The assessments will also be used to support standard world languages teaching practices within the school
and support school culture.

Part III: Formative & Summative Assessment

Summative Assessment: What student products and performances will provide evidence of desired
understandings?

Student performance during the game will act as evidence of meeting desired goals for understanding. If
students are able to accurately follow commands on cue, without my help or participation, using only the
target language, they will have demonstrated understanding.

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

This directly addresses the part of the standard which states that students will “Demonstrate understanding of
the general meaning and some basic information on very familiar common daily topics.” The commands for
this lesson are common for daily use in other classrooms and at home. These commands will be part of a set
of memorized word, phrases, and simple sentences for daily use by teacher and students.

Formative Assessment: What strategies will you use to monitor student learning prior to and during
performance task and summative assessment? Name at least 2

Pham, Fall 2019

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I will do progress monitoring as an informal formative assessment. For this, I will watch and monitor the
class for participation in following the tasks correctly as well as repeating them with near accurate
pronunciation.

I will also use an Exit Slip as an additional assessment. Students will give their feedback about how they feel
about the lesson, if they feel like they actually learned, what went well, and what did not.

Part IV: Assessment Tools

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

This is an introductory lesson to be delivered on day 1 of a French I class. This lesson is intended to set the
tone for the class, introduce students to the language, and set expectations for how instructions will be given
in class. The summative assessment will simply be the game and followed up with class the next day. If
students are able to still follow instructions in French, I will consider the lesson and activity successful.

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

I will use an Exit Slip for student self-assessment.

Pham, Fall 2019