Checking for Understanding: Coupons for More Than Participation in the Classroom

A world language (Spanish/French) teacher was telling me that she gives a coupon to a student when he/she participates (Thanks, Kitty). The students turn the coupons in at the end of the month.

I would suggest a variation that reflects more of standards-based assessment of language learning.

A coupon of 1 point represents identifying a vocabulary item (“window”) or doing a grammar item (I form of to sing)
A coupon of 2 points represents asking or answering a basic question such as “Where do you live?” through speaking or writing.
A coupon of 5 points indicates that the student has read, listened, or watched to some information, then responded by speaking or writing in five different sentences or five different questions about the one topic.

The student are told that by the end of the month they are to have at least 120 points.

Each week they can count up their 1 point, 2 point, and 5 point coupons. They could make a graph to see where they are and to analyze their progress. They will quickly realize that by only answering with vocabulary or grammar or by only answering basic questions, they will not get them their needed total points. A look at their weekly score provides a formative assessment of how they use language in the classroom. As teachers we have to provide them with the opportunity to use their language in extended ways and to scaffold their writing and speaking so that they can speak or write in extended ways. We can share techniques for saying or writing five different sentences or questions about a topic. We can help them to make the transition from minimal language use to expressing ideas in the language.

How do you use participation coupons as formative assessment?

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