Is our assessment and grading system aligned with how we teach? We’re opening the episode with this important question.
Join me in this conversation with Michelle Olah while we discuss aligning grading practices with actual language proficiency. We discuss the disconnect between traditional grading systems and what we do in class, discussing the need for a shift towards proficiency-based assessments.
We also explore the implications of such a shift, including the philosophical and logistical changes required to implement grading practices that genuinely reflect students' abilities to communicate and understand the language.
Throughout the discussion, we provide insights into transitioning from a traditional grading system, which often emphasizes rote memorization and penalizes mistakes, to a more dynamic, proficiency-based approach that celebrates communicative competence and real-world language use. The episode also highlights practical strategies for developing rubrics aligned with proficiency standards, engaging with students and parents about the changes, and ensuring grading practices promote equity and motivation.
Key Highlights:
Resources Mentioned:
Bio:
Michelle Olah is a world language leader, podcaster, facilitator, and instructional coach. As the Professional Development Manager at Wayside Publishing, she empowers World Language educators by providing coaching and professional development in proficiency-based teaching. With over 17 years of experience, Michelle has conducted workshops on standards-based instruction, ACTFL's core practices, leadership, target language use, assessment and more. Michelle is also a dedicated advocate for early language learners, serving as Past President and board member of NNELL (National Network for Early Language Learning), collaborating to support language educators and students. Michelle's mission is to equip educators with the tools for engaging, effective, and meaningful language learning experiences.
Is our assessment and grading system aligned with how we teach? We’re opening the episode with this important question.
Join me in this conversation with Michelle Olah while we discuss aligning grading practices with actual language proficiency. We discuss the disconnect between traditional grading systems and what we do in class, discussing the need for a shift towards proficiency-based assessments.
We also explore the implications of such a shift, including the philosophical and logistical changes required to implement grading practices that genuinely reflect students' abilities to communicate and understand the language.
Throughout the discussion, we provide insights into transitioning from a traditional grading system, which often emphasizes rote memorization and penalizes mistakes, to a more dynamic, proficiency-based approach that celebrates communicative competence and real-world language use. The episode also highlights practical strategies for developing rubrics aligned with proficiency standards, engaging with students and parents about the changes, and ensuring grading practices promote equity and motivation.
Key Highlights:
Resources Mentioned:
Bio:
Michelle Olah is a world language leader, podcaster, facilitator, and instructional coach. As the Professional Development Manager at Wayside Publishing, she empowers World Language educators by providing coaching and professional development in proficiency-based teaching. With over 17 years of experience, Michelle has conducted workshops on standards-based instruction, ACTFL's core practices, leadership, target language use, assessment and more. Michelle is also a dedicated advocate for early language learners, serving as Past President and board member of NNELL (National Network for Early Language Learning), collaborating to support language educators and students. Michelle's mission is to equip educators with the tools for engaging, effective, and meaningful language learning experiences.