For years I have used an index card with student names listed on them. On the first day of class, I give students a card, they write their name and decorate the front. I use the back to keep track of participation. I use them during calendar talk when I provide information then ask questions students should be able to answer. I use them during discussing homework questions. I use them for almost every aspect of my class when I am looking for communication in the target language.
For years I have wondered how I can turn these cards into a grade. Recently I was talking to a fellow language teacher and she told me she uses the cards and she inputs them into the grade book as an assessment grade for speaking. Well, my mind was blown!
The process of scoring these little cards into a grade really isn’t that hard and I am not sure why my brain could not work through this. My friend told me she got the information from Senora Chase here. With further investigation, I found more info here.
My Process
So here is how I do this process. I use the cards daily as I mentioned above. They are a great way to make sure all students are participating and for the teacher to check for understanding. I keep them stacked on my podium and I mix up the order (students will memorize who they are after if you don’t do this). As I call on students, I create 4 different piles. This way next time the order will be different. At the end of the class, I pin them all together in one neat stack.
How I Score Them
The process is very simple and takes up no time at all. I use a simple grading system of symbols that work for me, you can choose whatever you want to score with. It can be symbols, letter grades, numbers, or any other system you prefer.
A check plus (A) mark means excellent, exceeds expectations. A student can respond appropriately, with complete sentences and thoughts, there may be minimal errors that do not impede understanding or force inference.
A checkmark (B) means meets standards. Students can respond and be understood. Students may be using words or phrases. The response may have errors but the response is comprehensible.
A minus (C) means attempts to answer but does not meet standards. The student may respond incorrectly or have errors that interferer with comprehension. The student’s message may need interpretation by the teacher.
A zero (not passing) means could not or did not respond at all.
Why Assess This Way
Scoring this way tends to be low stress to students. The response, in this case, is generally short and simple. This is great for the lower-level students but also can be used with upper-level students. Since this format is generally how the language class is structured, students can thrive in this environment and really show what they know without presenting in front of the class (boring).
What To Assess
I grade the information that we have gone over and never brand new content or questions that would contain information that is new to students (like words they have never used or seen). I take grades for this during stories, picture talks, movie talks, calendar talks, and daily lessons. In all fairness you can score interpretive skills at the same time since the students are 1) understanding what you are saying and 2) responding to your question appropriately.
If you split the card in half, use one side as a score for interpretive and the other side for speaking/signing/production.
Putting it in the Grade Book
After reading Senora Chase’s blog post, I now input these grades in every six weeks at progress and then start over. I use them as an assessment grade. There is no scientific format. I generally look at a check plus as an A, a check as a B, a minus as a C, and everything else is a no pass. I average the letter grades and put that score in the grade book. Mostly Bs with a few As would be a B+. For those with below passing, I input as 50% so they are not getting a zero (even if they shrug the shoulders and never respond).
I hope this helps you assess in a quicker, more efficient way.
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