Performance Task Data Jessica Koehn - Concordia University Chicago - EDT 6030 - Module 7

Course: Honors Spanish 2

  • Students: 9th & 10th grade, 2 classes, 61 students total
  • Ethnicity: 69% caucasian, 10% african american, 8% hispanic, 9% asian, 4% other
  • Technology: 1:1 Chromebooks, language lab available
  • Special Population: none (no IEP, 504 or ELL students)

All students enter this course with a similar Spanish background as they have all taken the same Spanish 1 course at either the high school or middle school level. The goal of this lesson is to get students to memorize film production vocabulary and produce the written and spoken language at a Novice High proficiency level

!Luces, cámara, acción!

!Luces, cámara, acción!

  • This lesson built upon authentic use of the spoken and written language that has been the focus of this course throughout the year. Throughout this unit, students will learn to talk about movies and film making. The final performance task was designed to help students contextualize vocabulary through creating a movie review of an authentic short film of their choice.
Game Based Learning

Quizlet Live

  • Students began the unit and lesson by playing independent vocabulary games on Quizlet.
  • Following independent practice, all students participated in a competition on QuizletLive using the new vocabulary.
Performance Task

The Performance Task

The performance task was broken down into small, manageable sections with 2 main assignment components. I checked in on student progress daily both in person and via Canvas.

Step 1:

Using the vocabulary learned via the Quizlet games, and prior grammatical knowledge, students chose and reviewed an authentic short film.

Students were required to include the following:
  • A summary of the film
  • Their opinions about the film's technical aspects (sound and sound effects, special effects, animation (if applicable), and length.
  • Their opinion about the film's story line, characters and scenery
  • Their overall opinion of the film. Was it interesting? Boring? Funny? Scary? Sad?
  • A recommendation to their peers on whether or not it is worth watching.

Step 2:

Students posted their movie reviews to our discussion board on Canvas so their classmates could view both the short film and the written review.

This page served as a guide for the rough draft
This is a timeline of the project, broken down into manageable steps

Step 3:

  • Each student chose 2 classmates on our discussion board. They watched their short film, read their review and commented.
  • The comments were to include whether they agree or disagree with their classmate's review and also offer any suggested improvements (grammar, vocabulary, word order, content)

I Can Statements

  • I can understand the instructions my teacher gives in the target language.
  • I can respond to yes or no questions about films and film production
  • I can respond to open-ended questions about films and film production
  • I can determine vocabulary meaning using contextual clues
  • I can list components of films and the film making process using new vocabulary
  • I can respond to questions that ask for my opinion about films and film production
The 5 Cs of Language Learning (ACTFL)

Assessment of Performance Task

  • Students were assessed using a rubric with criteria aligned to the Illinois State Foreign Language Standards and "Can Do" statements. There are four levels of achievement on my rubric. Any work that does not "meet", must be revised by the student.
Rubric used to grade students

Performance Task Results

  • Exceeds: 16% (10/61)
  • Meets: 70% (43/61)
  • Approaches: 13% (8/61)
  • Students demonstrated their understanding of the written and spoken language by following written and verbal instructions. (I can understand the instructions my teacher gives in the target language.) Most students were able to understand the project requirements without any English clarification therefore exceeding the expectations laid out in the rubric.
  • Students demonstrated their knowledge of new vocabulary by using said vocabulary in within both the Quizlet games and also in their movie reviews. (I can determine vocabulary meaning using contextual clues & I can list components of films and the film making process using new vocabulary).
  • Neither of these results were surprising because memorization and written comprehension are basic level skills that most honors 2 students can master with practice.
Needs Improvement
  • When asked to respond to open ended questions, many students were able to formulate a thoughtful response, but with many grammatical errors. The grammatical errors of some students merely made their writing difficult to understand, but was still comprehensible by a sympathetic reader. Some other students had clearly used a translator or used so much "Spanglish" that I was unable to determine meaning.(I can respond to open-ended questions about films and film production)
  • I noticed the same when students were sharing their opinions. Most students had an opinion that was well thought out, however they were unable to put their thoughts into level appropriate sentences using grammatical structures at an Honors Spanish 2 level. (I can respond to questions that ask for my opinion about films and film production)

See summary below for further analysis



This year has been somewhat transitional in my department in that we are changing from a typical textbook-based curriculum to a proficiency-based curriculum. The students aren't used to using the language in authentic and contextual ways. That being said, it is challenging for them to actually produce the language instead of just memorizing verb forms and vocabulary. I am aware of this challenge and am hoping that with more practice, these authentic tasks will become more natural. Our department goals are shifting from perfection in performance tasks, to production at a level that is comprehensible by a "sympathetic listener/reader".

Overall, I think this was a truly authentic task that gave me realistic data on students abilities to produce the written language. This project also seemed to be interesting to many of the students and kept them engaged. Though many student's struggled through some parts of the assignment, I think they were able to use those small failures to improve their writing and also their confidence. I am very pleased with the results of this performance task, and also the growth I saw from the rough drafts through the final product. However, I am looking forward to improving both my instruction and this project for next year.

Learning Communities

Learning Communities

  • Quizlet Live: Learning communities are supported through this collaborative game. Students must use individual knowledge, but rely on each other to make it on the winner board
  • Share work on Canvas: Students will share their movie review on Canvas (our LMS) for all students to see.
  • Canvas discussion: Students will read and comment on the movie reviews of at least 2 classmates. They must share what they agree with, disagree with and how their classmates could improve their review of the movie.
  • Class periodical: Students will reflect upon and revise their film review based on feedback by classmates. They will then paste their revised film review on to a shared GoogleDoc to create a collaborative "Film Critics" newspaper.


Created with images by mermyhh - "cinema canvas steamed" • Mediamodifier - "clapper hollywood cinema" • annca - "popcorn cinema ticket" • kaykaybarrie - "Factory Theatre" • esdomingos - "stage theatre of" • PIRO4D - "mask pulcinella pulcinella mask" • Estadã - "Dia Mundial da Fotografia 1" • JESHOOTS - "technology camera sport"

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