QCC Course Assessment Form ( S hort)
Fall 2004, Rev. 6/15/07
Date May 31, 2011
Department: Foreign Languages and Literatures
Course: LC 112
Curriculum or Curricula: LA
PART I. STUDENT LEARNING OBJECTIVES
For Part I, attach the summary report (Tables 1-4) from the QCC Course Objectives Form.
TABLE 1. EDUCATIONAL CONTEXT
LC112 is the second part of the introductory sequence of foreign language study (a requirement for a successful transfer to the junior year of a baccalaureate program). It is a foundation course required for
(AA) degree in Liberal Arts and Sciences, Fine Arts, and Business Transfer.
TABLE 2. CURRICULAR OBJECTIVES
Note: Include in this table curriculum-specific objectives that meet Educational Goals 1 and 2:
Curricular objectives addressed by this course:
N/A
TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen Ed objective’s ID number from list (1-10)
General educational objectives addressed by this course: Select from preceding list.
(1) Communicate effectively through reading, writing, listening and speaking.
(2) Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions.
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOME S
Course objectives
Demonstrate ability to accomplish simple communicative tasks such as making an appointment, talking about school life and shopping for clothes.
Learning outcomes
Students will be able to make an appointment, talk about their school life and shop for clothes by participating in a communicative roleplay task in which they play the role of a student at QCC or a shopper.
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Read, understand, write simple texts on familiar topics such as shopping for clothes, describing a typical school day and providing information about their own and others’ daily acitivities.
Students will be able to read, understand and write simple texts on the mentioned topics such as shopping and describing a typical school day.
PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND
ASSESSMENT TOOLS
For the assessment project, you will be designing one course assignment , which will address at least one general educational objective, one curricular objective (if applicable), and one or more of the course objectives. Please identify these in the following table:
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
1. Provide basic information in Chinese about your and others’ daily activities.
2. Demonstrate ability to accomplish simple communicative tasks such as shopping for clothes and describing a typical school day.
Curricular Objective(s) selected for assessment: (select from Table 2)
N/A
General Education Objective(s) addressed in this assessment: (select from Table 3)
1. Communicate effectively through reading, writing, listening and speaking.
2. Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions.
In the first row of Table 6 that follows, describe the assignment that has been selected/designed for this project.
In writing the description, keep
in mind the course objective(s), curricular objective(s)
and the general education objective(s) identified above,
The assignment should be conceived as an instructional unit to be completed in one class session (such as a lab) or over several class sessions. Since any one assignment is actually a complex activity, it is likely to require that students demonstrate several types of knowledge and/or thinking processes.
Also in Table 6, please a) identify the three to four
most important student learning outcomes (1-4) you expect from this assignment b) describe the types of activities (a – d) students will be involved with for the assignment, and c) list the type(s) of assessment tool(s) (A-D) you plan to use to evaluate each of the student outcomes.
(Classroom assessment tools may include paper and pencil tests, performance assessments, oral questions, portfolios, and other options.)
Note: Copies of the actual assignments (written as they will be presented to the students) should be gathered in an Assessment Portfolio for this course.
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TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
1. Oral Assessment :
Students will be presented with three situations. They will select one at random. They will then be asked to complete a role-play task in which they must either make an appointment with their instructor, shop for clothes in a department store, or talk about their school life with a friend.
2. Written Assessment :
The final exam will be used as the assessment tool to evaluate students’ abilities in listening, reading, and writing as well as their knowledge in vocabulary and grammar.
Listening comprehension abilities will be evaluated by asking the students to listen to two paragraphs: one about someone’s shopping activity; the other one about someone’s activity on a specific day. They need to then complete a true or false and a multiple choice exercise.
Reading abilities will be evaluated by asking the students to read a dialogue between a sales clerk and a client in a store and answer eight questions.
Vocabulary knowledge will be assessed by asking the students to complete two sections about wearing apparel and measure words.
Grammar accuracy will be assessed by asking the students to complete four sections using correct word order and to choose the correct adverbs “ 才 versus 就 … 了 , 的 versus 得 ” to complete sentences.
Writing abilities will be assessed by asking the students to describe their lives at school, including the courses they are taking; their daily schedule, their study habits, etc.
Briefly describe the range of Desired student learning outcomes for the assignment
(Students will…)
List in parentheses the Curricular
Objective(s) and/or General
Education Objective(s) (1-10) associated with these desired learning outcomes for the assignment.
Gen-Ed objective
(1) Communicate effectively through reading, writing, listening and speaking.
(2) Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions.
Curricular objectives
N/A activities student will engage in for this assignment.
1. Oral Assessment :
Role-play with an instructor, a sales clerk or a friend.
2. Written Assessment :
Listening activity: listen to two paragraphs read to them and complete two exercises.
Reading activity: read a dialogue occurred in a store and answer questions.
Vocabulary activity: complete two sections about wearing
What assessment tools will be used to measure how well students have met each learning
outcome? (Note: a single assessment tool may be used to measure multiple learning outcomes; some learning outcomes may be measured using multiple assessment tools.)
1. Oral Assessment :
Students will be presented with three situations. They will select one at random. They will then be asked to complete a role-play task in which they must either make an appointment with their instructor, shop for clothes in a
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apparel and measure words.
Grammar activities: complete four sections on rearranging sentences and using the correct adverbs to complete sentences.
Writing activities: write a composition about their lives at school.
department store, or talk about their school life with a friend.
(Appendix 1).
2. Written Assessment :
Students will be asked to listen and understand two paragraphs read to them and complete the exercises.
Students will be asked to read a dialogue and answer questions.
Students will be asked to provide the correct vocabulary on wearing apparel and measure words.
Students will be asked to provide sentences using the correct word order and the correct adverbs.
Students will be asked to describe their lives at school.
PART III. ASSESSMENT STANDARDS (RUBRICS)
Before the assignment is given, prepare a description of the standards by which students’ performance will be measured. This could be a checklist, a descriptive holistic scale, or another form. The rubric (or a version of it) may be given to the students with the assignment so they will know what the instructor’s expectations are for this assignment.
Please note that while individual student performance is being measured, the assessment project is collecting performance data ONLY for the student groups as a whole.
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (C opy from Table 6 above )
1. Oral Assessment :
Students will be presented with three situations. They will select one at random. They will then be asked to complete a role-play task in which they must either make an appointment with their instructor, shop for clothes in a department store, or talk about their school life with a friend.
2. Written Assessment :
The final exam will be used as the assessment tool to evaluate students’ abilities in listening, reading, and writing as well as their knowledge in vocabulary and grammar.
Listening comprehension abilities will be evaluated by asking the students to listen to two paragraphs:
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one about someone’s shopping activity; the other one about someone’s activity on a specific day. They need to then complete a true or false and a multiple choice exercise.
Reading abilities will be evaluated by asking the students to read a dialogue between a sales clerk and a client in a store and answer eight questions.
Vocabulary knowledge will be assessed by asking the students to complete two sections about wearing apparel and measure words.
Grammar accuracy will be assessed by asking the students to complete four sections using correct word order and to choose the correct adverbs “ 才 versus 就 … 了 , 的 versus 得 ” to complete sentences.
Writing abilities will be assessed by asking the students to describe their lives at school, including the courses they are taking; their daily schedule, their study habits, etc.
Desired student learning outcomes from the assignment:
(
Copy from
Column 1, Table 6 above; include Curricular and /or
General Education Objectives addressed)
Gen-Ed objectives
(1) Communicate effectively through reading, writing, listening and speaking.
2) Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions.
Curricular objectives
N/A
Assessment measures for each learning outcome:
(Copy from Column 3,Table 6 above)
1. Oral Assessment :
Students will be presented with three situations. They will select one at random.
They will then be asked to complete a role-play task in which they must either make an appointment with their instructor, shop for clothes in a department store, or talk about their school life with a friend.
( See appendix 1).
2. Written Assessment :
Students will be asked to listen and understand two paragraphs read to them and complete the exercises.
Students will be asked to read a dialogue and answer questions.
Students will be asked to provide the correct vocabulary on wearing apparel and measure words.
Students will be asked to
Standards for student performance:
1. The parameters for measuring students’ speaking abilities was determined whether:
(i) they understand the questions being asked by the interlocutor,
(ii) they are accurate with regard to their use of Chinese syntactic structures and vocabulary,
(iii) they are understood by the interlocutor by using the correct intonation and pronunciation, and
(iv) they speak with some degree of fluidity.
75% of the students tested were anticipated to meet the course’s expectations as described in the attached rubric. (Appendix II)
2. The parameters for measuring students’ grammar, vocabulary, listening tasks, and reading were assessed according to the attached Scoring Scales.
(Appendix III)
Students’ listening comprehension ability will be determined by calculating their accuracy rates in providing the correct answers to the questions asked. 75 per cent of them are expected to meet the course standards (80% accuracy rate).
Students’ reading comprehension ability
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provide sentences using the correct word order and the correct adverbs.
Students will be asked to describe their lives at school.
will be determined by calculating their accuracy rates in providing the correct answers to the questions asked. 75 per cent of them are expected to meet the course standards (80% accuracy rate).
Students’ vocabulary knowledge will be determined by calculating the accuracy rates in providing the correct words or phrases in a given situation. 75 per cent of them are expected to meet the course standards (80% accuracy rate).
Students’ grammar knowledge will be determined by calculating their accuracy rates in providing the correct forms or structures. 75 per cent of them are expected to meet the course standards
(80% accuracy rate).
The parameters used to measure students’ writing abilities will be to determine whether:
(i) they will provide all the information they have been asked,
(ii) their writing displays a vocabulary appropriate to their proficiency level,
(iii) they show an adequate control of the syntactic structures for a Chinese beginning level class,
(iv) their sentences are fully developed, even though sporadically connected.
75% of the students tested are anticipated to meet the course’s expectations as described in the attached rubric.
(Appendix IV)
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PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Use the following table to report the student results on the assessment. If you prefer, you may report outcomes using the rubric(s), or other graphical representation. Include a comparison of the outcomes you expected (from
Table 7, Column 3) with the actual results. NOTE: A number of the pilot assessments did not include expected success rates so there is no comparison of expected and actual outcomes in some of the examples below. However, projecting outcomes is an important part of the assessment process; comparison between expected and actual outcomes helps set benchmarks for student performance.
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Desired student learning outcomes:
(Copy from, Column 1,Table 6 above; include Curricular and/or General
Education Objectives addressed)
Student achievement:
Describe the group achievement of each desired outcome and the knowledge and cognitive processes demonstrated.
See table 9
Gen-Ed objectives
Communicate effectively through reading, writing, listening and speaking.
Curricular objectives
N/A
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TABLE 9. EVALUATION AND RESULTING ACTION PLAN
In the table below, or in a separate attachment, interpret and evaluate the assessment results, and describe the actions to be taken as a result of the assessment. In the evaluation of achievement, take into account student success in demonstrating the types of knowledge and the cognitive processes identified in the Course
Objectives.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
1.
Speaking Task -
Oral Assessment:
13 students completed the speaking task in Chinese, and their performance was rated according to five parameters: listening comprehension, fluidity, pronunciation, vocabulary and grammar.
Student performance was scored using the oral speaking rubric (Appendix III).
The results are as follows, regarding each parameter:
The overall average score achieved is 17.9 %.
The total points a student could achieve (adding up all five parameters, each worth a maximum of four points) was 20. The scale agreed upon beforehand by the Assessment Committee defined the following ranges: 0-5 points= student performance does not meet expectations; 6 – 10 points= student performance almost meets expectations; 11-15 points= student performance meets expectations; 16-20= student performance exceeds expectations .
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The results for percentage of students in each category are as follows:
The overall student performance shows that 100 % of students met or exceeded expectations
2. Written Assessment:
The data of 14 students that completed the final exam in Chinese was gathered. Their performance was rated according to five categories: listening comprehension, vocabulary, grammar, reading and writing.
The results are as follows:
SCORING   SHEET ‐  LC   General   Performance   in   Each   Category
Range
Listening
0 ‐ 16
Vocabulary
0 ‐ 16
Grammar
0 ‐ 36
Reading
0 ‐ 16
Writing
0 ‐ 16
Total
0 ‐ 100
Average
Score
14   14.18
32.25
15.46
15.54
90.43
#   of
Students
14   14   14 14 14 14
The average score achieved was 90.43%
The total points a student could achieve (adding up all five categories) was 100. The scale agreed upon beforehand by the Assessment Committee defined the following ranges: 0-60points= student performance does not meet expectations; 61–78 points= student performance almost meets expectations; 79-89 points= student performance meets expectations; 90-100= student performance exceeds expectations.
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The overall student performance shows that 92% of students meet o exceed expectations.
The results for percentage of students in each category are as follows.
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Range
#   of   Students
Percentage
Range
#   of   Students
Percentage
Range
#   of   Students
Percentage
Student   Performance   in    LISTENING
Does   not   meet   expectations   0 ‐ 9.5
1
Almost
2
meets expectations
10 ‐ 12.5
7%   14%
Student   Performance   in    VOCABULARY
Does   not   meet   expectations   0 ‐ 9.5
0
Almost
3
meets expectations
10 ‐ 12.5
0%   21%
Student   Performance   in   GRAMMAR
Does   not   meet   expectations
0 ‐ 21.5
Almost expectations
22 ‐ 28
meets
0
0%
2
14%
Range
#   of   Students
Percentage
Range
#   of   Students
Percentage
Student   Performance   in   READING
Does   not   meet   Almost   meets   expectations
0 ‐ 9.5
expectations
10 ‐ 12.5
0
0%
0
0%
Student   Performance   in   WRITING
Does   not   meet   expectations
0 ‐ 9.5
Almost expectations
10 ‐ 12.5
meets
1
7%
0
0%
B. Evaluation of the assessment process
:
Meets   expectations
13 ‐ 14.5
5
35%
Exceed   expectations
15 ‐ 16
6
42%
Meets   expectations
13 ‐ 14.5
4
28%
Exceed   expectations
15 ‐ 16
7
50%
Meets   expectations
28.5
‐ 32
4
28%
Exceed   expectations
32.5
‐ 36
8
57%
Meets   expectations
13 ‐ 14.5
2
14%
Exceed   expectations
15 ‐ 16
12
85%
Meets   expectations
13 ‐ 14.5
4
28%
Exceed   expectations
15 ‐ 16
9
64%
What do the results suggest about how well the assignment and the assessment process worked both to help students learn and to show what they have learned?
The results of the speaking task in Chinese show that, as predicted, at least 75% of students tested meet or exceed expectations on overall performance of the task: the actual percentage of students who meet or exceed expectations is 100%. The largest portion of students (76%) fell
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into the category rated as exceeding expectations; that is, achieving 16-20 points out of 20. The percentage of students whose performance meets expectations is 23%. If we look at student performance according to individual parameters, the highest average score was in vocabulary, the second highest score was in listening and fluidity, followed by prounciaion and the accuracy of grammar.
The results in the writing, vocabulary and grammar categories show that, as predicted, at least
75% of students tested meet or exceed expectations on overall performance of the task. The actual percentage of students tested who meet or exceed expectations in reading is 99%, in writing is 92%, in grammar is 85%, in vocabulary is 78% and in listening is 77%.
B2) Evaluation of the assessment
The results obtained seem to indicate that the assessment tools used and the assessment process undertaken have been effective in determining our students’ proficiency level.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
The overall average achieved by students on the task in Chinese shows a satisfactory result, with
80% of students meeting expectations as defined by the Assessment Committee. The averages achieved on each individual category in Chinese show areas of strength (reading , writing, grammar and vocabulary) and one area of slight weakness (listening).
The Assessment Committee of the Department of Foreign Languages and Literatures, in consultation with the faculty of the department, has discussed these results. The recommendations concerning the curricula and classroom practices for the 2011-2012 academic year are summarized below.
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Conclusions and Action Plan
The acquisition scenario among the foreign languages evaluated (Chinese, German, Italian,
Spanish and French) lacks uniformity. As Table 1 shows, in the five languages the number of students reaching and exceeding the proficiency levels set up for a Beginning II language course ranges from 92% of students to 22%. Two language groups (Chinese and German) reported more than 75% of their students meeting the proficiency standards of the course. Meanwhile the other three languages reported less than 75%. The differences in range (from 92% in Chinese to 22% in French) need to be addressed. There could be different reasons for these results. One of the reasons may be that the data collected for Chinese and German is scarce (14 students for Chinese and 5 for German) compared with the data collected for Spanish, Italian and French (more than
100 students for each language). Despite the fact that the Chinese and German data may be insufficient to make an informed decision, it is very likely that the small class promotes higher standards and better results. In addition, as students perceive Chinese and Germans as being more challenging, these languages may attract motivated students who are more willing and ready to work hard. However, the results in Italian, Spanish and French have to be addressed and examined more carefully, especially in Spanish and French.
Table 1
A closer look reveals that there are discrepancies among languages in all the categories. One of the most striking differences is the performance of students taking Chinese compared with the rest of the languages. Their higher-level performance in grammar may explain in part the overall higher results in Chinese (92%). In addition, as our assessment of LX111 showed, an average of less than two third of our students in those classes reached the desired proficiency levels. Certainly, challenges that students found in the first semester of the elementary language classes accumulate with the new challenges encountered in the second semester, thus limiting even more the level of acquisition.
Table 2
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Table 3
Regarding the oral assessment, the acquisition scenario among the foreign languages evaluated
(Chinese, German, Italian, Spanish and French) is rather uniform. As Table 4 shows, all five languages reach and exceed the proficiency levels set up for a Beginning II language course
(75%). We should try to understand the reasons why there is such a discrepancy between the oral and written results. It may be due in part to the fact that students are more intimidated by an oral exam, and they might make more of an effort in preparing for the oral assessment. We know that many students practiced the role-play situations with the language tutors. We also saw them practicing with each other in the hallways. We might also need to consider that the subjectivity of the examiner and the verbal nature of the assessment might play a role in the oral assessment.
Moreover, we need to find ways to avoid the effects of external factors that may affect the final results, and thus make our assessment tool more reliable.
Table 4
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Consistent with our finding in the assessment of LX 111, the low numbers of students of French,
Italian and Spanish reaching the desired level of proficiency in LX112 seems to highlight a general behavior of poor study skills and habits. In our future action plans we should address the fact that many of the students taking a foreign language at QCC are taking remediation courses at the same time. From both our assessment result and class observation, it is evident that many of our students lack the basic skills that are necessary to be successful college students. With this in mind, the department will implement actions that will help students understand better what is expected of them.
Following are some examples. At the beginning of the semester we will have students sign a contract in which all the course requirements are reiterated (i.e.: attendance policy; quiz and exam make-up policy; lab and/or online materials; and homework requirement; class participation; etc.). Throughout the semester, we will give students a progress report. Those who are falling behind will be strongly recommended to go to tutoring. We will work with CETL (the Center for Excellence in Teaching and Learning) to discuss and implement other strategies to help our students become more effective learners.
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APPENDIX I
ORAL ASSESSMENT GUIDELINES AND ROLE-PLAY SITUATIONS
 It is a conversation: teacher-student
 Student select AT RANDOM one of the following three situations
 Student should answer with complete sentences. English is not allowed.
 Listening comprehension, fluidity, pronunciation, vocabulary and grammar will be evaluated.
 For top results: a.
Listening comprehension: student fully understands the examiner’s questions without probing. b.
Fluidity: Continuous speech with few pauses or stumbling. c.
Pronunciation: excellent pronunciation. d.
Vocabulary: use the appropriate vocabulary. Student fully addresses the information requested and provides additional details. e.
Grammar: use correctly the required grammatical structures (Accuracy level 90%-100%)
STUDY GUIDE
PRACTICE the following situations and questions: a.
in class b.
with your classmates outside the classroom c.
with a tutor at the Students Learning Center (L-125) Phone: 718-631-6660 d.
with your Mandarin speaking friends
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SITUATION 1: At QCC, making appointments
Imagine that you are a student who is going to make an appointment with your instructor. You will ask each other some questions in order to set up the appointment. She will also want to know more about your studies and work. The conversation will start with a greeting and end with a wrap-up.
Possible questions:
Student to instructor :
1.
你 好。nǐ hǎo .
2.
老師,您下午有空嗎 ?
l ǎ osh ī , n í n xi à w ǔ y ǒ u k ō ng ma ?
3.
明天下午怎麼樣 ?
míngti ā n xiàw ǔ z ě nmeyàng?
4.
您的辦公室在哪兒 ? nín de bàng ō ngshì zài n ǎ r?
5.
您的電話號碼幾號 ? nín de diànhuà hàom ǎ j ǐ hào?
6. 行。明天見。 xíng. míngti ā n jiàn
Instructor to student:
1.
你這學期忙不忙 ? n ǐ zhè xuéq ī máng bu máng ?
2.
你有幾門課 ? n ǐ y ǒ u j ǐ mén kè ?
3.
你有工作嗎 ? n ǐ y ǒ u g ō ngzuò ma ?
4.
你什麼時候工作 ? n ǐ shén me shíhou g ō ngzuò ?
5.
你常在圖書館學習嗎 ? n ǐ cháng zài túsh ū gu ǎ n xuéxí ma ?
6.
好。星期 __ __ 點見。 h ǎ o. x ī ngq ī __ __di ǎ n jiàn.
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SITUATION 2: At QCC, talking about school life
Imagine that you are talking to a friend (played by your instructor) who also studies at QCC. You run into each other on Q27 bus. You will talk to each other about your daily schedule and school life this semester. Propose to your friend something to do together this weekend.The conversation will start with a greeting and end with a wrap-up.
--greet each other
--exchange information on daily routine : time you get out of bed, shower, three
meals, going to bed
-- exchange information on classes you are taking, exams, etc.
--make a plan for this weekend
--wrap-up
Possible questions:
1. 你 好。nǐ hǎo .
2. 你 吃 飯 了 嗎？ nǐ chī f à n le ma?
3.
你這學期有幾門課
?
n ǐ zhè xuéq ī y ǒ u j ǐ mén kè ?
4. 你學中文嗎?
n ǐ xué Zh ō ngwén ma ?
5. 你這學期忙嗎﹖nǐ zhè xuéq ī máng ma ?
6. 你平常幾點起床?
n ǐ píngcháng j ǐ di ǎ nq ǐ chuáng ?
7. 你平常什麼時候洗澡? N ĭ píngcháng shénme shíhou x ĭ z ă o ?
8. 你平常幾點吃早飯? N ĭ píngcháng j ī di ă n ch ī z ă o fàn ?
9. 你平常去哪兒吃午飯 n ĭ píngcháng qù n ă r ch ī w ŭ fàn ?
10. 你 明天有考試嗎? nǐ míngti ā n y ŏ u k ă oshì ma ?
11. 你最近忙嗎﹖ n ĭ zuìjìn máng ma ?
12. 你平常什麼時候睡覺? N ĭ píngcháng shénme shíhou shuì jiào ?
13. 我們星期六去看電影,怎麼樣 ? w ǒ men x ī ngq ī liù qù kàn diàny ǐ ng ,z ě nmeyàng ?
14. 太好了，星期五我再打電話給你。 tài h ǎ ole, x ī ngq ī w ǔ w ǒ zài d ǎ diànhuàg ě i n ǐ .
15. 好，我等你的電話。 h ǎ o, w ǒ d ě ng n ǐ de diànhuà
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SITUATION 3: Shopping
Imagine that you are talking to a sales clerk (played by your instructor) at a department store.
She will ask you personal questions such as your size and favorite colors. You will ask her questions about the price, whether you can pay with a credit card, etc. The conversation will start with a greeting and end with a wrap-up.
Possible questions:
1.
你 好。nǐ hǎo .
2.
你想買什麼?
n ǐ xi ǎ ng m ǎ i shén me ?
3.
我想買一雙鞋和一件襯衫 w ǒ xi ǎ ng m ǎ i y ī shu ā ng xié hé y ī jiàn chènsh ā n
4.
你 喜 歡穿什麼顏色的鞋? nǐ x ĭ huan chu ā n shénme yán sè de xié ?
5.
你 穿多大的鞋? nǐ chu ā n du ō dà de xié ?
6.
你 喜 歡穿什麼顏色的襯衫? nǐ x ĭ huan chu ā n shénme yán sè de chèn sh ā n ?
7.
你 穿多大的襯衫? nǐ chu ā n du ō dà de chènsh ā n ?
8.
鞋多少錢 ?
xié du ō sh ǎ o qián ?
9.
襯衫多少錢?
Chènsh ā n du ō sh ǎ o qián ?
10.
一共多少錢 y ī gòng du ō sh ǎ o qián ?
11.
我可以用信用卡嗎? w ǒ k ě y ǐ yòng xìnyòngk ǎ ma ?
12.
謝謝,再見。 xièxie ,zàijiàn.
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Performance exceeds expectations
Performance meets expectations
Performance almost meets expectations
Performance does not meet expectations
APPENDIX II
Elementary Level (LC111 and LC112) Speaking Task - Holistic Rubric
Fluidity Pronunciation Vocabulary Listening comprehension
Student   fully   Speech   Excellent   Student   fully   understands   the   examiner’s   questions,   without
probing
4    points
Student fully understands the examiner’s questions, but needs occasional probing
3 points
Student understands less than 60% of the examiner’s questions after probing
2 points
Student understands less than 40% of the questions even after probing
1 point continuous   with   few   pauses   or   stumbling.
Cohesive   devices   appropriate   for   this   level   are   frequently   used
4   points
Continuous speech with some pauses and stumbling.
Cohesive devices are sporadically used
3 points
Speech choppy and/or slow with frequent pauses.
Rare use of cohesive devices
2 points
Speech halting and uneven with long pauses
1 point
pronunciation
4   points
Good pronunciation with a few imperfections
3 points
Satisfactory pronunciation
2 points
Unsatisfactory pronunciation
1 point addresses   the   information   requested   and   provides   additional   details   using   rich
vocabulary
4   points
Student addresses the information requested without providing additional details using adequate vocabulary
3 points
Student addresses less than 60% of the examiner’s questions using inadequate vocabulary
2 points
Student addresses less than 40% of the examiner’s questions using inaccurate vocabulary.
1 point
Grammar
Perfect   control   of   the   syntactic   structures   and   grammar   required.
(Accuracy   level
90%  ‐  100%)
4   points
Adequate control of the syntactic structures. Some grammatical errors
(Accuracy level
79% - 89%)
3 points
Emerging control of the syntactic structures.
Several grammatical errors
(Accuracy level
61% - 78%)
2 points
Minimal control of the syntactic structures.
Numerous grammatical errors
(Accuracy level
0%- 60%)
1point
20(23)

APPENDIX III
SCORING SCALES
Grammar task (Range: 0 to 36)
GRAMMARSECTION
Performance exceeds expectations
ACCURATE USE OF THE GRAMMATICAL STRUCTURES
LEARNED IN THE COURSE
More than 90% completion of the task
(32.5- 36 points)
Performance meets expectations
Between 79% and 89% completion of the task
(28.5- 32 points)
Performance almost meets expectations
Performance does not meet expectations
Between 64% and 78% completion of the task
(22 – 28 points)
Between 0% to 60% completion of the task
(0 - 21.5 points)
Vocabulary task (Range: 0 to 16)
VOCABULARY
SECTION
Performance exceeds expectations
ACCURATE AND ADEQUATE USE OF THE VOCABULARY
LEARNED IN THE COURSE
More than 90% completion of the task
(15 - 16 points)
Performance meets expectations
Between 79% and 89% completion of the task
(13 – 14.5 points)
Between 62% and 78% completion of the task
(10 – 12.5 points)
Performance almost meets expectations
Performance does not meet expectations
Between 0% to 61% completion of the task
(0- 9.5 points)
21(23)

Listening task (Range: 0 to 16)
LISTENING
SECTION
Performance exceeds expectations
UNDERSTAND PHRASES, EXPRESSIONS AND SHORT MESSAGES
RELATED TO THE TOPICS COVERED IN THE COURSE
More than 90% completion of the task
(15 – 16 points)
Performance meets expectations
Between 79% and 89% completion of the task
(13- 14.5 points)
Performance almost meets expectations
Between 65% and 78% completion of the task
(10 – 12.5 points)
Performance does not meet expectations
Between 0% to 60% completion of the task
(0 to 9.5 points)
Reading task Holistic Rubric (Range: 0 to 16)
READING
SECTION
Performance exceeds expectations
Performance meets expectations
Performance almost meets expectations
UNDERSTAND SHORT AND SIMPLE MESSAGES
RELATED TO THE TOPICS COVERED IN THE COURSE
More than 90% completion of the task
(15– 16 points)
Between 79% and 89% completion of the task
(13- 14.5 points)
Between 65% and 78% completion of the task
(10- 12.5 points)
Performance does not meet expectations
Between 0% to 60% completion of the task
(0 to 9.5 points)
22(23)

Exceeds
Meets
APPENDIX IV
Elementary Level (LC111 and LC 112) Writing Task Holistic Rubric. expectations expectations
Almost meets expectations
Does not meet expectations
Task
Completion
Superior completion of the task. Student fully addresses the information requested, and provides additional details
4 POINTS
Completion of task.
Student fully addresses the information provided, but does not provide additional details
3 POINTS
Partial completion of task. Student completes no more than 60% of the information requested
2 POINTS
Minimal completion of task. Student completes less than
40% of the information requested.
1 POINT
Level of
Discourse
Sentences are fully developed and interconnected with cohesive devices appropriate for this level
4 POINTS
Sentences are fully developed. Cohesive devices are sporadically used
3 POINTS
Sentences are somewhat complete.
Rare use of cohesive devices
2 POINTS
Sentences are mostly incomplete. No use of cohesive devices
1 POINT
Vocab. Grammar
Rich use of vocabulary
4 POINTS
Adequate and accurate use of vocabulary
3 POINTS
Somewhat inadequate and/or inaccurate use of vocabulary
2 POINTS
Inadequate and/or inaccurate use of vocabulary
1 POINT
Perfect control of the syntactic structures required. (Accuracy level 90% - 100%)
4 POINTS
Adequate control of the syntactic structures. Some grammatical errors
(Accuracy level 79%
- 89%)
3 POINTS
Emerging control of the syntactic structures Several grammatical errors
(Accuracy level 61%
- 78%)
2 POINTS
Minimal control of the syntactic structures.
Numerous grammatical errors
(Accuracy level 0%-
60%)
1 POINT
23(23)