ERIC Number: ED435171
Record Type: RIE
Publication Date: 1999-May
Reference Count: N/A
Authentic Assessment: Strategies for Maximizing Performance in the Dual-Language Classroom.
A study investigated whether teaching techniques and the use of self-evaluation tended to increase student motivation and second language proficiency. Subjects were 59 high school Honors Spanish 4 students with varying levels of academic ability, motivation, and proficiency, and included both non-native and English-dominant Spanish speakers. The foreign language program dropout rate reflected the low priority given to foreign language study. Analysis of probable causes and solutions suggested that treatment involving positive attitudes, cooperative learning, and use of multiple intelligence pedagogy would improve performance. Real-life application and self-evaluation helped to improve individual student's motivation. Results tended to support current research. Most of the subjects demonstrated significant growth in both oral and written proficiency in the target language. Their organizational skills and acceptance of personal responsibility improved. However, students with excessive absences from school did not benefit from the intervention. Posttest and attitudinal surveys revealed greater confidence and interest in developing foreign language proficiency. The instructional rubrics used were useful, but it was found that their design needed to be refined. The only aspect negative was that students tended to depend on class time to finish projects. The instructional rubrics, student surveys, and results are appended. (Contains 33 references.) (MSE)
Descriptors: Bilingual Education, Classroom Techniques, High Schools, Language Dominance, Language Skills, Language Tests, Performance Based Assessment, Second Language Instruction, Second Languages, Self Evaluation (Individuals), Skill Development, Spanish, Spanish Speaking, Student Motivation, Testing
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Master's Action Research Project, Saint Xavier University & IRI/Skylight.