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Colerain Mack

Assessment Plan
November 6, 2016

This assessment plan is for a sixth grade Chinese dual immersion class which is

divided into a Chinese literacy component and a social studies component. The number

of male and female students is fairly even, and to my knowledge there are no students

who are enrolled in special education. These students have been enrolled in the Chinese

immersion program since first grade, but there is a stark learning difference between

several students. Many students enjoy learning Chinese and are eager to expand their

knowledge of the language, while others continue to struggle to communicate and appear

unmotivated to improve their language skills. There are a few students who regularly

disrupt class with sounds effects, distracting other students with side conversations and

activities, or speaking out of turn with off-topic comments.

I would like to rely primarily on informal assessments to keep track of student

learning. I believe that through incorporating activities that require students to produce

language in a variety of formats, I will be able to track their progress over time, which

will then inform how I create the formal assessments and prepare students for those

assessments. My informal assessments will consist of journal writing, oral performances

in class, pair and group project work, and review activities that employ all 4 modes of

communication. In terms of formal assessments, I believe it is important to provide

variety in an attempt to best capture what students know and what they are able to do

with what they know. Formal assessments will include portfolios, presentations, skits,

written exams, and oral exams.


By providing my students with a variety of assessment methods, I hope to be able

to appeal to the diversity of my students. I recognize that specific types of assessment

(portfolios, presentations, writing samples, etc.) provide greater opportunities for some

students to show their best work than other forms of assessment. Thus, by implementing

varied strategies, I will reach more of my students. If these forms of assessment are

unsuccessful in measuring student growth and progress, I will collaborate with the other

sixth grade teachers to make adjustments based on student needs and learning styles.

Depending on how many students are unsuccessful with these assessment methods, I may

also meet with parents to discuss what they can do to help their students prepare for their

assessments. I will discuss solutions with other immersion teachers and adapt their

strategies to my classroom.

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