An often-asked question at CI/ADI conferences is how does one conduct grading in a CI/ADI classroom? Since CI/ADI teaching is dramatically different from a traditional grammar-translation or at times a 100%-based immersion curriculum, does grading look any different?
For me, the answer is YES, but I do not think that this answer is only for the CI/ADI classroom but applies to all world language classrooms. Because language learning in and of itself is unlike any other subject area due to its non-linear nature, one cannot grade students in a traditional, linear fashion (which I call "performance" and reflects a "start from 100 and then deduct for errors). As a result, since students acquire language at their own pace, one must grade holistically according to exemplars exhibited (such as those found in the ACTFL Proficiency Guidelines) and rate according to where those exemplars fall on the language acquisition continuum. See my Elevator Speech post about the language acquisition process in a nutshell.
Previously, Standards-Based Grading was the grading buzzword from 10 years ago, which moved away from the traditional performance-based grading. However, in many ways, it still resembled performance-based grading but focused more on student achievement of specific named standards. This has now progressed and morphed into Proficiency-Based Grading, where the basis of grading rests on student language proficiency.
Below are my blog posts on this topic - I hope that you find them useful:
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