QCC COURSE ASSESSMENT FORM (SHORT)
QCC COURSE ASSESSMENT FORM
Fall 2004, Rev. 6/15/07
Date: May 31, 2011
Department: Foreign Languages and Literatures
Course:
LF 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
LF-112 is the first 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 (an 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.
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TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Learning outcomes
1.
Provide basic information
in French and accomplish simple
communicative tasks such as
describing their activities, their
classmates or ordering a meal in a
restaurant or shopping.
Students will be able to talk about themselves by providing information
about their activities and hobbies, ordering a meal in a restaurant, meeting
new student and asking information by answering questions in prompted
dialogues.
2. Demonstrate ability to narrate in
the past both in oral and written
form.
Students will be able to will also be able to write about themselves, their
friends, their studies, their families, what they like or do not like to do, or
write a letter to a pen pal about these topics both in the present and in the
past.
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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. Students will be able to provide basic information in French in oral and written form about themselves, their
classmates, family, friends, hobbies, and daily activities.
2. Demonstrate ability to accomplish simple communicative tasks on every day topics such as shopping, going to
the restaurant and ordering a meal, meeting other classmates and asking them information, and describe their life
in school or at work and what they do in their spare.
3. Narrate both in oral and written form in the past.
Curricular Objective(s) selected for assessment: (select from Table 2)
N/A
In the first row of Table 6 that follows, describe the assignment that has been 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 assignments that will be assessed:
1. Oral Interview: This project assessed students’ speaking abilities at a novice-mid proficiency level as described
in ACTFL 2006 guidelines. Their conversational abilities were assessed by engaging them in role-play activities
where both they and the instructor play a specific role. Students may play the role of a new student at QCC, or
meeting someone at a party trying to make new friends, or may share some personal information with a close
friend (played by the instructor) about a new boy/girlfriend. Oral tasks prompted the students to provide personal
information, i.e. their name, address, phone number, or class schedule, or description of their daily activities and
hobbies.
2. Writen Final Exam:
Listening comprehension was assessed by the instructor reading questions and having students choose the correct
answers to some questions and then a true/false exercise on a passage read to them.
Reading abilities was evaluated by having students read two passages in French and answer true/false questions
on the first passage or complete sentences in a multiple choice exercise.
Vocabulary knowledge was assessed by an exercise “chase the intruder” and completing sentences.
Grammar accuracy was assessed by exercises on verbs, adjectives, and various aspects of grammar. These were
exercises with fill-in blanks, true/false, or multiple choices answers.
Writing abilities were assessed by asking the students to describe themselves, or a friend, their studies, their plans
for the future, and what they like or do not like to do, This was a short essay of 60 words.
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.
Briefly describe the range of
activities student will engage in
for this assignment.
Gen-Ed objective
2. Written Final Exam
(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.
1. Oral Interview Role-play at the
Registrar’s office, at a party or at a
friend’s house.
Listening comprehension,
grammar, vocabulary, reading
comprehension and writing
activities and tasks are described
in the paragraph above.
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 Interview
Students will be asked to complete a
task where they need to exchange
personal information with a new
acquaintance met at the Registrar’s
office, or at a party trying to make a
new friend or at friend’s house sharing
a new boy/girlfriend’s personal
information with a close friend. (See
Appendix I).
Curricular objectives
N/A
2. Written Final Exam
See paragraph 2 above
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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: (Copy from Table 6 above)
This project will assess students’ speaking abilities at a novice-mid proficiency level as described in ACTFL 2006
guidelines. Their conversational abilities will be assessed by engaging them in role-play activities where both
they and the instructor play a specific role. Students may play the role of a new student at QCC, or a party guest
trying to make new friends, or may share some personal information with a close friend (played by the instructor)
about a new boy/girlfriend. Oral tasks will prompt the students in providing personal information, i.e. their name,
address, phone number, or class schedule, or describing their daily activities and hobbies.
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)
Students will be asked to complete
a task where they need to
exchange personal information at
the Registrar’s office, or in a
friend’s house, trying to make a
new friend, or share a new
boy/girlfriend’s personal
information with a close friend.
Listening comprehension,
grammar knowledge,
vocabulary, reading
comprehension and writing
were assessed by exercises on
a variety of tasks described
above.
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Standards for student performance:
1. The parameters for measuring students’ speaking
abilities will be to determine whether:
(i) they understand the questions being asked by the
interlocutor,
(ii) they are accurate with regard to their use of
French 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 are anticipated to meet
the course’s expectations as described in the
attached rubric. (Appendix II)
2. The parameters for measuring students writing
will be assessed as described in the attached rubric
for writing. (Appendix III)
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.
Gen-Ed objectives
See Table 9
Communicate effectively through
reading, writing, listening and
speaking.
Curricular objectives
N/A
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:
1. Speaking Task - Oral interview:
168 students completed the speaking task in French, and their performance was rated according
to five parameters: listening comprehension, fluidity, pronunciation, vocabulary and grammar.
Student performance was scored using the scoring rubric (Appendix II).
The results are as follows:
SCORING SHEET‐ LF Speaking Task Listening comprehension Range Listening Comprehension 4 Fluidity
Pronunciation
Vocabulary
Grammar Total 4 4
4
4 20 Percentage 3.14 2.96 2.68
2.75
2.83 14.33
# of students 168 168 168
168
168 168 6(23)
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.
The results for percentage of students in each category are as follows:
G ‐ Speaking students’ performance Range Does not meet expectations 0‐5 # of students 1 24 Percentage 0.5% 14% Almost meets Meets expecta‐
expectations 6‐10 tions 11‐15 83 50% Exceed expecta‐
tions 16‐20 60 35.5% The overall student performance shows that 85.5% of students met or exceeded expectations
Chart 1
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Chart 2
2. Written Final Examinations - Overall view:
The data of 180 students who completed the written final exam in French was gathered. Their
performance was rated according to five categories: listening comprehension, vocabulary, grammar,
reading and writing.
The results are as follows:
SCORING SHEET‐ LF General Performance in E ach Category
Listening Vocabulary Grammar
Reading
Writing Total Range 0‐16 0‐16 0‐36 0‐16 0‐16 0‐100 Score 13.24 10.14 20.13
12.36
12.68 68.54 # of Students 180 180 180
180
180
180 The average score achieved was 69%
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: 0-60 points= 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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Range # 0f Students Percentage OVERALL. Student performance …
Does not meet Almost meets expectations expectations 0‐60 61‐78 Meets expectations
79‐89 Exceeds expectations
90‐100 54 73 38 15 30% 40.5% 21% 8.5& The overall student performance shows that only 29% of students met or exceeded expectations.
The results for percentage of students in each category are as follows:
LISTENING. Student performance …
Range # of Students Does not meet expectations 0‐9.5 16 Almost meets expectations 10‐12.5 37
Meets expectations
13.14.5 58
Exceeds expectations 15‐16 69 Percentage 9% 20.5%
32.5%
38% VOCABULARY. Student performance …
Range Does not meet expectations 0‐9.5 Almost meets expectations 10‐12.5 Meets expectations
13‐14.5 # of Students 78 66
23
Exceeds expectations 15‐16 13 Percentage 43% 37%
13%
7% GRAMMAR. Student performance … Does not meet Almost meets expectations expectations 0‐21.5 22‐28 Meets expectations
28.5‐32 Exceeds expectations 32.5‐36 97 39 27 17 54% 22% 15% 9% READING. Student performance …
Does not meet Almost meets expectations expectations 0‐9.5 10‐12.5 Meets expectations
13‐14.5 Exceeds expectations 15‐16 22 67 55 36 12% 37% 31% 20% Range # of Students Percentage Range # of Students Percentage For rating student performance the writing the scoring rubric was used (Appendix IV).
Range # of Students Percentage WRITING. Student performance …
Does not meet Almost meets expectations expectations 0‐9.5 10‐12.5 Meets expectations
13‐14.5 Exceeds expectations 15‐16 24 52 44 60 13% 29% 24.5% 33.5% 9(23)
Chart 3
Chart 4
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B. Evaluation of the assessment process:
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 oral interview were that 85.5 % of students met or exceeded expectations.
This is a very positive result.
However, in the final written exam the overall performance results show the following
percentages of students who met or exceeded expectations in the different categories: 70 %
in listening, 20 % in vocabulary, 51 % in reading comprehension, 48 % in writing and only
14 % in grammar.
Evaluation of the assessment
The results obtained seem to indicate that the assessment tools used and the assessment
process undertaken has been effective in determining our students’ strengths and
weaknesses.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
The average achieved in the oral interview was quite satisfactory and proved the benefit of
the communicative method used by many instructors in the department. However, the
averages in other categories show weaknesses especially in grammar. This observation
should be taken into consideration in our teaching in order to improve these results and
students’ performance.
The Foreign Language Assessment Committee in consultation with the faculty of the department
has discussed these results. The recommendations concerning curricula and classroom practices
for the 2011-2012 academic years 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
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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
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
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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
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
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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
SITUATIONS FOR ORAL ASSESSMENT IN FRENCH – FALL 2010
GUIDELINES





It is a conversation between the STUDENT and HIS/HER INSTRUCTOR of
approximately10 minutes.
Student select AT RANDOM one of three situations (see study guide)
Student should answer with complete sentences. English is not allowed.
Student is evaluated on his/her ability to understand the questions, fluidity of
his/her speech, pronunciation, vocabulary and grammar accuracy (see Rubric
below)
For top results:
a. Listening comprehension: immediate and full understanding of the
examiner’s questions, without additional probing.
b. Fluidity: continuous speech with few pauses or stumbling.
c. Pronunciation: pronunciation closely resembling that of native speakers.
d. Vocabulary: appropriate use of words required by the task at hand with the
inclusion of additional details.
e. Grammar: correct use of the grammar rule and structures as required by
the task at hand (accuracy level 90%-100%)
STUDY GUIDE
PRACTICE the following situations and the suggested 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
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SITUATION 1: YOUR ACTIVITIES
Imagine that you are talking to a friend played by the instructor about your activities during the
week-end. What would you say, how would you answer his/her questions? Use the “tu” form and
pay attention to the tenses you use in answering the questions (passé composé, présent or future
proche).
-
Greet each other
Talk about what you did last week-end: to help at home, for your studies, to relax
Talk about your various activities (sport/games/outings)
Things you do to relax as entertainment or to have fun (such as playing sport or
going out, etc )
What you are going to do this week-end.
POSSIBLE QUESTIONS IN FRENCH
- Bonjour X… comment ça va ? Tu t’es bien amusé(e) le week-end dernier ?
- Qu’est-ce que tu as fait samedi soir ? Es-tu sorti(e); si oui avec qui ?
- A quelle heure t’es-tu couché(e) et à quelle heure t’es-tu levée dimanche matin ?
- Qu’est-ce que tu as fait à la maison? Est-ce que tu as fait tes devoirs ?/
- Qu’est-ce que tu fais en général pour te détendre/pour t’amuser ? Sortir avec des amis/
aller au cinéma/ au restaurant/aller en boîte/à la discothèque ?
- Es-tu sportif(ve) ? Si oui, quel est ton sport préféré ? Quand joues-tu à ce sport ?
- Préfères-tu jouer à des jeux ? Lesquels ? Jeux vidéo/cartes ?
- Est-ce que tu joues d’un instrument de musique ? Si oui, lequel ?
- Qu’est-ce que tu vas faire d’intéressant ce week-end ? Sortir avec des amis/aller au
cinéma/au restaurant/en boite/à la discothèque ?
SITUATION 2: IN A RESTAURANT
Imagine that you are a regular customer in a French restaurant. Your teacher will play the role
of the waiter. Before placing your order, you and the waiter are having a little chat. How
would you order your meal? Find about what the restaurant has to offer. Make some requests?
Use the “vous.”
-
Greet the waiter. Ask him if he has a good table.
Ask him for the menu.
Ask him about the appetizers and tell him what you would like.
Place the order for a starter.
Make your selection for vegetables.
Place the order for the main courses: meat/fish/vegetables/pasta
Tell him what you want to drink: wine/soda/tea/coffee or something else.
Ask him for the dessert menu and tell him what you chose.
At the end comment on the meal.
Request the check.
After paying the bill find out if the service is included.
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POSSIBLE QUESTIONS IN FRENCH
- Bonjour X. Comment-allez vous ? Vous avez une bonne table ?
- Travaillez-vous tous les jours? Que faites vous quand vous vous avez du temps libre ?
- Etes-vous français (e) ? Sinon, depuis combien de temps habitez-vous en France ?
- Etes-vous déjà allé (e) aux Etats-Unis ?
- Je voudrais le menu s’il vous plaît.
- Qu’est-ce que vous avez comme hors-d’œuvre
- Comme entrée je vais prendre de la salade/de la soupe/ des crudités
- Comme légumes des pommes de terre/ des épinards/ des petits pois
- Comme plat principal je voudrais de la viande/du poisson/du poulet
- Je voudrais un verre de vin/ de l’eau minérale/ un jus de fruit.
- Qu’est-ce que vous avez comme desserts ?
- Je vais prendre de la tarte/ de la glace/du gâteau/des fruits
- Le repas était excellent/ J’ai beaucoup aimé le poisson/le poulet-frites
- L’addition s’il vous plaît!
- Le service est inclus?
SITUATION 3: TALKING TO A NEW STUDENT AT QCC
Imagine that you meet a new student at QCC. She/he asks you many questions about the College
Use the “tu” form.
-
Greet each other and exchange names
Ask him/her where she comes from/ where other students come from
Ask him/her how long he/she studies each day and if there is a lot of homework
Find out where you can buy books; whether they are expensive
- Find out at what time the language lab and the library are open
Inquire about the library and language lab. and the cafeteria
Find out whether students have a social life on campus. What do they do to enjoy
themselves?
Ask how long he/she has been at QCC and what is his/her major
Find out about his/her plans for the future
Finally ask if he/she likes QCC? Why or why not?
POSSIBLE QUESTIONS IN FRENCH
- Bonjour comment vas-tu ? Comment tu t’appelles ?
- A quelle école as-tu étudié avant de venir à QCC ?
- D’où viens-tu ? D’où viennent la plupart des étudiants de QCC ?
- Combien de temps est-ce que tu étudies chaque jour ? Y a-t-il beaucoup de devoirs ?
- Où est-ce qu’on peut acheter les livres pour les cours ? Est-ce qu’ils sont chers ?
- A quelle heure est-ce que la bibliothèque et le laboratoire de langues sont ouverts ?
- Qu’est-ce qu’on peut manger à la cafétéria de l’université ? Est-ce que la nourriture est
bonne ? Combien coûte un déjeuner ?
- Est-ce que les étudiants ont une vie sociale sur le campus ? Qu’est-ce qu’ils font pour
s’amuser ?
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- Depuis combien de temps es-tu à QCC ?
- Qu’est-ce que tu étudies à QCC ? Quelle est ta spécialisation ?
- Qu’est-ce-que tu veux faire dans la vie ?
- Est-ce que tu aimes QCC ? Pourquoi ou pourquoi pas ?
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APPENDIX II
Elementary Level (LX111 and LX112) Speaking Task - Holistic Rubric
Performance
exceeds
expectations
Performance
meets
expectations
Listening
comprehension
Student fully understands the examiner’s questions, without probing 4 points Student fully
understands the
examiner’s
questions, but
needs occasional
probing
Fluidity
Pronunciation
Vocabulary
Grammar
Speech continuous with few pauses or stumbling. Cohesive devices appropriate for this level are frequently used 4 points Excellent pronunciation 4 points Perfect control of the syntactic structures and grammar required. (Accuracy level 90% ‐ 100%) 4 points Continuous
speech with
some pauses and
stumbling.
Cohesive
devices are
sporadically
used
Good
pronunciation
with a few
imperfections
Student fully addresses the information requested and provides additional details using rich vocabulary 4 points Student
addresses the
information
requested
without
providing
additional
details. Student
uses adequate
vocabulary
3 points
Student
addresses less
than 60% of the
examiner’s
questions.
Student uses
inadequate
vocabulary
3 points
3 points
Performance
almost meets
expectations
Performance
does not meet
expectations
Student
understands less
than 60% of the
examiner’s
questions after
probing
3 points
Speech choppy
and/or slow with
frequent pauses.
Rare use of
cohesive devices
Satisfactory
pronunciation
2 points
2 points
2 points
Student
understands less
than 40% of the
questions even
after probing
Speech halting
and uneven with
long pauses
Unsatisfactory
pronunciation
1 point
1 point
1 point
2 points
Student
addresses less
than 40% of the
examiner’s
questions.
Student uses
inaccurate
vocabulary.
1 point
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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
APPENDIX III
SCORING SCALES
Grammar task (Range: 0 to 36)
GRAMMAR SECTION
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
Between 64% and 78% completion of the task
(22 – 28 points)
Performance does not
meet expectations
Between 0% to 60% completion of the task
(0 - 21.5 points)
Vocabulary task (Range: 0 to 16)
VOCABULARY ACCURATE AND ADEQUATE USE OF THE VOCABULARY
SECTION
LEARNED IN THE COURSE
Performance
exceeds
expectations
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 62% and 78% completion of the task
(10 – 12.5 points)
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
UNDERSTAND PHRASES, EXPRESSIONS AND SHORT MESSAGES
RELATED TO THE TOPICS COVERED IN THE COURSE
Performance
exceeds
More than 90% completion of the task
expectations (15 – 16 points)
Performance Between 79% and 89% completion of the task
meets
(13- 14.5 points)
expectations
Performance
almost
meets
expectations
Performance
does not
meet
expectations
Between 65% and 78% completion of the task
(10 – 12.5 points)
Between 0% to 60% completion of the task
(0 to 9.5 points)
Reading task Holistic Rubric (Range: 0 to 16)
READING
SECTION
UNDERSTAND SHORT AND SIMPLE MESSAGES
RELATED TO THE TOPICS COVERED IN THE COURSE
Performance
exceeds
More than 90% completion of the task
expectations (15– 16 points)
Performance Between 79% and 89% completion of the task
meets
(13- 14.5 points)
expectations
Performance Between 65% and 78% completion of the task
almost
(10- 12.5 points)
meets
expectations
Performance Between 0% to 60% completion of the task
does not
(0 to 9.5 points)
meet
expectations
22(23)
APPENDIX IV
Elementary level (LX111 and LX 112) Writing Task Holistic Rubric.
Exceeds
expectations
Meets
expectations
Almost meets
expectations
Does not meet
expectations
Task
Completion
Level of
Discourse
Vocab.
Grammar
Superior completion
of the task. Student
fully addresses the
information
requested, and
provides additional
details
4 POINTS
Sentences are fully
developed and
interconnected with
cohesive devices
appropriate for this
level
Rich use of
vocabulary
Perfect control of the
syntactic structures
required. (Accuracy
level 90% - 100%)
4 POINTS
Sentences are fully
developed. Cohesive
devices are
sporadically used
4 POINTS
Adequate and
accurate use of
vocabulary
Completion of task.
Student fully
addresses the
information
provided, but does
not provide
additional details
3 POINTS
4 POINTS
3 POINTS
Adequate control of
the syntactic
structures. Some
grammatical errors
(Accuracy level 79%
- 89%)
3 POINTS
3 POINTS
Partial completion of
task. Student
completes no more
than 60% of the
information
requested
Sentences are
somewhat complete.
Rare use of cohesive
devices
Somewhat
inadequate and/or
inaccurate use of
vocabulary
2 POINTS
Minimal completion
of task. Student
completes less than
40% of the
information
requested.
2 POINTS
Sentences are mostly
incomplete. No use
of cohesive devices
2 POINTS
Inadequate and/or
inaccurate use of
vocabulary
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
1 POINT
1 POINT
23(23)
1 POINT