Developing Assessments
for the Second Language Classroom

July 15–19, 2019

Donna Clementi

Thoughtfully designed formative and summative assessments provide evidence and feedback on learners' abilities to understand and communicate with competence and confidence in the language they are learning.

This institute begins with an overview of assessment fundamentals to inform the design of classroom assessments. With this foundation, the institute will focus on: the characteristics of standards-based performance assessments; task design to support growth in communication skills and cultural knowledge and understandings; and selection and modification of rubrics, and scoring guides that reflect instructional goals. Participants will develop a standards-based performance assessment unit for their teaching context using Backward Design. The week will conclude with a focus on implications of standards-based performance assessment for higher levels of proficiency and articulation among levels of instruction.

Program Schedule (9am-4pm)
Day 1
  • Assessment Fundamentals
  • Proficiency and Performance Guidelines
  • NCSSFL-ACTFL Can-Do Statements
  • National Standardized Assessments
Day 2
  • World-Readiness Standards for Learning
  • Intercultural Communicative
    Competence (ICC)
  • Task Design for Standards-Based Performance Assessment
Day 3
  • Step-by-Step Design of a Standards-
    Based Performance Assessment
Day 4
  • Selection and Modification of Rubrics and Scoring Guides for Standards-based Performance Assessment Units
  • Formative Assessments and Feedback
Day 5
  • Student Engagement and Self-Assessment
  • Developing Higher Levels of Proficiency Across All Levels of Instruction

After this institute, you will be able to:

  • Compare characteristics of performance and proficiency assessments;

  • Design performance assessment tasks that integrate theWorld-Readiness Standards and provide evidence of growth in both communication skills and cultural knowledge and understandings;

  • Create rubrics and scoring guides that reflect performance range expectations; and

  • Explain how standards-based performance assessments contribute to higher levels of proficiency.


Donna Clementi is a well-known consultant and national speaker on curriculum and assessment development. With more than 30 years of experience teaching French grades K–12, Dr. Clementi is currently a world language methods instructor at Lawrence University, Appleton, Wisconsin.

Target Audience
: Late elementary to postsecondary foreign language teachers as well as teacher educators and preservice FL teachers. The institute is not intended for ESL or immersion teachers.


Quote MarksRight quote marks This week at CARLA has been invaluable. I now have a greater depth of knowledge around developing level-appropriate assessments with a more real-world approach.
—Ingrid Narum, 2018 Participant
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Center for Advanced Research on Language Acquisition (CARLA) • 140 University International Center • 331 - 17th Ave SE • Minneapolis, MN 55414