CAROL COMMODORE, Ed.D., is the founding member of Leadership, Learning and Assessment, LLC. She is also one of the founding members of the Wisconsin Assessment Consortium. She has served as an assistant superintendent for instruction and a coordinator for assessment and has over twenty years of experience as a classroom teacher, having taught students from kindergarten through graduate school.
As a district educator, she facilitated the development and implementation of a district-wide elementary world language program, teacher mentor program, a reading intervention program for first graders and a district-wide K-12 Standards and Balanced Assessment program for students.
Dr Commodore’s research interests focus on the impact of assessment and instruction on learners and their learning and on the innovation and improvement of organizations. Her work with assessment, learning, creativity, systems thinking, motivation and leadership takes her across North America, Asia, and the Middle East. She has presented numerous keynote addresses, workshops and consultations for school districts, schools and educational and nonprofit organizations.
In addition to articles Dr Commodore is also a co-author of four books, The Power of SMART Goals: Using Goals to Improve Student Learning; Beyond School Improvement: The Journey to Innovative Leadership; Assessment Balance and Quality: An Action Guide for School Leaders 3ed., and Balanced Assessment Systems: Leadership, Quality and the Role of Classroom Assessment.
Proficiency-Based Assessments in the World Language Classroom
If we are to truly accomplish our goal of helping our students develop and reach high levels of proficiency in a world language, we need to center our focus on proficiency-based assessment and program models.
During this institute, participants will examine and unpack ACTFL’s Can-Do Statements in order to create the kind of authentic assessments that form the backbone of a proficiency-based program. Engaging with the Can-Do statements and how they inform assessment will help teachers clarify their understanding of the kinds of experiences students need during each proficiency level.
The workshop will provide participants the opportunity to:
collaborate and share resources with other teachers of their language;
examine and unpack ACTFL’s Can-Do Statements;
design, extend or improve authentic assessments that focus on student proficiency using identified proficiency levels;
develop an action plan for implementation of proficiency-based assessments in their language program.
Most of all, in a proficiency-based program, students are motivated to continue to learn a language in the face of the errors and missteps that are part of learning a language.
Target Audience: K-12 world language teachers
Note: This workshop is planned in coordination with the NESA World Languages Collaborative. See NESA Collaboratives