Date May 31, 2011
Department: Foreign Languages and Literatures
Course: LG 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
LG112 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
(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 OUTCOMES
Course objectives
Learning outcomes
Read, understand, write simple texts
on familiar topics such as shopping
for clothes and describing a typical
school day and providing
information about their own and
others’ daily activities.
Students will be able to read, understand and write simple texts on the
mentioned topics such as shopping and describing a typical school day.
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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. Provide basic information in German about your and others’ daily activities.
2. Demonstrate ability to accomplish simple communicative 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:
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 complete two sections: 1) listening
to statements about a map of Germany, referring to distances between cities using the comparative and choosing
the corresponding answer from a multiple choice of 4 statements; and 2) a passage in the past about daily
activities, for which they need to decide if 6 statements are true or false.
Vocabulary knowledge will be assessed by asking the students to complete two sections one verifying if the
statements describing items on a desk in which special prepositions are used, and another in which they have to
supply the opposite of the words given in a specific context.
Grammar accuracy will be assessed in seven sections testing items of grammar in contextualized texts.
The items tested included verbs from one tense in the past to another (present perfect to simple past),
comparisons, relative pronouns, pronouns in the nominative, accusative and dative case; adjective endings in all
three cases, questions in the three cases, etc.
Reading will be assessed by asking the students to read a paragraph in German about a narration of three friends
who are figuring out what happened to a 4th friend who disappeared. They have to questions in German regarding
the content of the text.
Writing abilities will be assessed by asking the students to describe a room, or items on a desk, or the physical
appearance of a person.
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
Briefly describe the range of
activities student will engage in
for this assignment.
Oral Comprehension:
Students need to know how to
describe a person, how to talk in
the future tense or in the past
tense, how to introduce
themselves, and how to ask about
the other persons hobbies, etc.
Written Assessment (Final
exam:
Listening comprehension: listen to
two paragraphs read to them and
complete two exercises.
Vocabulary: complete two
sections about items on a table
using spatial adjectives and
another set of sentences for which
opposites of certain words have to
be supplied.
Grammar: complete seven
sections referring to grammar
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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.)
Oral Assessment:
Students will be asked to
describe their lives at school.
Students will be asked to describe
plans for the new year, or the
previous summer, and explain
why they did not do something
that was planned. They will also
be asked to interact with a stranger
(played by the instructor) to
introduce themselves, get to know
that person, by asking many
questions such as hobbies, and
interests, and plans for the future
(see Appendix I).
Written Assessment (Final
items learned during the semester.
exam:
Reading comprehension: read a
narration and answer questions.
Students will be asked to listen
and understand two paragraphs
read to them and complete the
exercises.
Writing: describe a room, a person
or items on a desk in a paragraph
of 80 to 100 words.
Students will be asked to read a
narration and answer content
questions.
Students will be asked to verify if
accurate vocabulary is used on
spatial prepositions and various
items on a desk, and they will
have to provide opposites for
words in sentences provided.
Students will be asked to
transform a sentence in the past
using a difference past tense; they
will have to provide comparisons,
use relative pronouns in various
cases, substitute nouns by
pronouns in the nominative,
accusative and dative case; use the
proper adjective endings in all
three cases, use questions in the
three cases, etc.
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)
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 complete two sections: 1)
listening to statements about a map of Germany, referring to distances between cities using the
comparative and choosing the corresponding answer from a multiple choice of 4 statements; and 2) a
passage in the past about daily activities, for which they need to decide if 6 statements are true or false.
Vocabulary knowledge will be assessed by asking the students to complete two sections one verifying
if the statements describing items on a desk in which special prepositions are used, and another in
which they have to supply the opposite of the words given in a specific context.
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Grammar accuracy will be assessed in seven sections testing items of grammar in contextualized texts.
The items tested included verbs from one tense in the past to another (present perfect to simple past),
comparisons, relative pronouns, pronouns in the nominative, accusative and dative case; adjective
endings in all three cases, questions in the three cases, etc.
Reading will be assessed by asking the students to read a paragraph in German about a narration of
three friends who are figuring out what happened to a 4th friend who disappeared. They have to
questions in German regarding the content of the text.
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
Assessment measures for
each learning outcome:
(Copy from Column 3,Table 6
above)
Oral Assessment:
Students will be asked to
describe plans for the new
year, or the previous summer,
and explain why they did not
do something that was
planned. They will also be
asked to interact with a
stranger (played by the
instructor) to introduce
themselves; get to know that
person, by asking many
questions such as hobbies, and
interests, and plans for the
future.
N/A
Written Assessment (final
exam):
Listening comprehension:
Students will be asked to
listen and understand two
paragraphs read to them and
complete the exercises.
Vocabulary: Students will be
asked to verify if accurate
vocabulary is used on
spatial prepositions and
various items on a desk, and
they will have to provide
opposites for words in
sentences provided.
Grammar: Students will be
asked to transform a
sentence in the past using a
difference past tense; they
will have to provide
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Standards for student performance:
Oral Assessment:
The parameters for measuring students’ oral
abilities will be to determine whether:
(i) they understand the questions being asked
by the interlocutor,
(ii) they use German syntactic structures and
vocabulary accurately,
(iii) they make themselves understood by
using the correct intonation and pronunciation.
(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 (see Appendix II).
Written Assessment (final exam):
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
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
comparisons, use relative
pronouns in various cases,
substitute nouns by
pronouns in the nominative,
accusative and dative case;
use the proper adjective
endings in all three cases,
use questions in the three
cases, etc.
Reading comprehension:
Students will be asked to
read a narration and answer
content questions.
Writing: Students will describe
a room a desk or a person.
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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 German
beginning level class,
(iv)
their sentences are fully
developed, even though sporadically
connected.
As described in the attached rubric, 75%
of the students tested are anticipated to
meet the course’s expectations.
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
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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 of the oral assessment:
What does this show about what and how the students learned?
Five students completed the speaking task in German, and their performance was rated according to five
parameters: listening comprehension, fluidity, pronunciation, vocabulary and grammar. Student
performance was scored using the scoring rubric (see Appendix II). 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 average of total points achieved by the 5 students tested was 15.2. According to the scale, this
percentile slightly exceeds the 11-15 range, indicating that, in general, students’ oral ability met the
expectations of the course.
The Assessment Committee has also predicted that at least 75% of the students tested are expected to
perform at the level of the course. The percentage of students who achieved each performance level in
German are the following:
a. 60% of students met the expectations scoring at Level 3
b. 40% exceeded the expectations scoring at Level 4.
Adding together Levels 3 and 4 gives us a total of 100% of students who met or exceeded the
expectations of the course in their oral performance. (Chart 1)
Chart 1
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Regarding each single parameter, the average score was as follows:
a.
b.
c.
d.
e.
listening comprehension
fluidity
pronunciation
vocabulary
grammar
3.2
3.1
3.2
2.8
2.9
Chart 2
For all parameters, except for grammar, students met or slightly exceeded the expectations. In any
case, the highest average score was reached in listening comprehension and in pronunciation,
followed by fluidity (3.1), grammar (2.9) and vocabulary (2.8). On all parameters, students on
average met expectations (see Chart 2, Mean score for each skill tested).
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?
B1) Evaluation of students’ results
The results of the speaking task in German show that, as predicted, more than 75% of students tested met or
exceeded the minimum standards of the course, indicating that the majority of the students have developed the
required oral skills. However, students seem to have more difficulty remembering the vocabulary and applying the
grammar rules as they are in other oral competencies. Their speech patterns still show some inaccuracies, which,
nevertheless, do not seem to interfere with the understanding of their message.
B2) Evaluation of the assessment tools
The results obtained seem to indicate that the assessment tools used and the assessment process undertaken have
been successful in accurately determining our students’ oral proficiency level. Not only has it shown that all the
students met the expectation, but it has also provided them with the appropriate tool that would facilitate their
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learning process. The great majority of students, in fact, took the speaking task assessment very seriously, and
studied extensively for it. The main reason for this result, was that this was an extremely small class. It started out
with 9 students, three dropped out and one for health reasons had an incomplete.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making? Further actions
The overall average achieved by students on the speaking task in German shows a satisfactory result, with
100% of students meeting the course expectations. This performance was achieved due to the size of the
class. These results have slightly improved as compared to those of previous evaluations, indicating that
we are on the right track. However, student performance may be further improved, especially in terms of
vocabulary recollection and grammatical accuracy. The FL 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 year are summarized below.
A. Analysis and interpretation of assessment results of the final exam:
What does this show about what and how the students learned?
The data of 5 students that completed the final exam in German was gathered. Their performance was rated
according to five categories: listening comprehension, vocabulary, grammar, reading and writing.
Chart 3
LG112 Average Score in Each Category
40
35
30
25
20
15
10
5
0
Listening
Vocab
Grammar
Reading
Writing
Maximum score
16
16
36
16
16
Average score
15
13
24
14
15
The results are as follows:
SCORING SHEET- LG General Performance in E ach Category
Listening
Vocabulary
Grammar
Reading
Writing
Total
0-16
0-16
0-36
0-16
0-16
0-100
Average score
15
13
24
14
15
82
# of Students
5
5
5
5
5
5
Range
The average score achieved was 82%
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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.
The overall student performance shows that 80% of students meet or exceed expectations.
The results for percentage of students in each proficiency level are as follows. (See chart 4)
Range
# 0f Students
Percentage
OVERALL Student Performance
Does not meet
expectations
0-60
Almost meets
expectations
61-78
Meets expectations
79-89
Exceed expectations
90-100
0
1
2
2
0%
20
40%
40%
Chart 4
Student Performance in LISTENING
Range
# of Students
Percentage
Does not meet
expectations 0-9.5
0
Almost meets
expectations 10-12.5
0
Meets expectations
13-14.5
1
Exceed expectations
15-16
4
0%
0%
20%
80%
Student Performance in VOCABULARY
Range
# of Students
Percentage
Does not meet
expectations 0-9.5
1
Almost meets
expectations 10-12.5
1
Meets expectations
13-14.5
2
Exceed expectations
15-16
1
20%
20%
40%
20%
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Range
# of Students
Percentage
Range
# of Students
Percentage
Range
# of Students
Percentage
Student Performance in GRAMMAR
Almost meets
Meets expectations
expectations 22-28
28.5-32
Does not meet
expectations 0-21.5
Exceed expectations
32.5-36
2
1
1
1
40%
20%
20%
20%
Does not meet
expectations 0-9.5
Student Performance in READING
Almost meets
Meets expectations
expectations 10-12.5
13-14.5
Exceed expectations
15-16
0
1
2
2
0%
20%
40%
40%
Does not meet
expectations 0-9.5
Student Performance in WRITING
Almost meets
Meets expectations
expectations 10-12.5
13-14.5
Exceed expectations
15-16
0
0
1
4
0%
0%
20%
80%
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 in the listening, reading, and writing categories in German 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 80%, in writing is 100%, in
listening is 100%. The two categories in which students did not perform as well, were in vocabulary in
which only 60% met or exceeded expectations and in grammar in which only 40% met or exceeded
expectations.
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 shows a satisfactory result, with 80% of students
meeting expectations as defined by the Assessment Committee. The averages achieved on each
individual category in German show three areas of strength (reading, writing, listening) and two areas of
weakness (grammar and vocabulary). The FL 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 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.
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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 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.
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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 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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APPENDICES
APPENDIX I
SITUATIONS FOR ORAL ASSESSMENT IN GERMAN
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 (answer all questions in complete
sentences)
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
Three Situations for Oral Assessment LG112, Fall 2010
Situation #1:
Conversation with a German friend about plans for New Year’s Eve.
You are sitting in a café in Berlin, where you are meeting with a German friend. When your friend
(played by the instructor) arrives, you greet her, ask her how she is doing and start a conversation. Tell her
where you are spending New Year’s Eve. Ask her what she will be doing. Tell her what you will be
wearing. Ask her what she will be wearing. Continue the dialog asking for more details such as who else
will be present, what she is taking to the party (food or drinks). Ask her if she is taking a friend along, what
time the party twill start and what they will do for entertainment, etc. (use mostly present and future tense)
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Possible questions: Wie geht es dir ? Hast du schon Pläne für Neujahr ? Was machst du am
Silvesterabend ? Wo wirst du sein ? Wie fährst du dahin ? Mit wem wirst du feiern ? Wie feiert ihr ? Was
werdet ihr essen? Was werdet ihr trinken ? Was wirst du anziehen ? Hast du schon deine Kleidung
gekauft ? Hast do schon die Getränke gekauft ? Wie amusiert ihr euch ? Tanzt ihr ? Spielt ihr Karten ?
Redet ihr viel miteinander ? Kommen auch Leute, die du nicht kennst ? Wann beginnt die Party ? Was
bringst du mit zum essen? Was bringst du mit zum trinken ? usw.
Situation #2: Conversation with a family member about last summer
You are meeting with your German cousin (played by the instructor) whom you have not seen for a long
time. After greeting her, ask her why she did not visit you last summer, ask her what she did, and tell her
what you did last summer (use the present perfect tense).
Possible questions: Wie geht’s ? Warum hast du mich im Sommer nicht besucht ? Hattest du kein Geld ?
Hattest du keine Lust ? Hattest du keine Zeit ? Wo warst du ? Was hast du gemacht ? Bist du verreist ?
Hast tu deinen Opa besucht ? Was machst du normalerweise im Sommer ? Musstest du arbeiten ? Hast du
viel Geld bekommen ? Hast du einen Kurs belegt ? Musstest du viel lernen ? Warst du am Strand ? Hast
du Freunde gesehen ? Hast du im Park gejoggt? (use present perfect)
Situation #3: A blind date
Elke is your friend whose brother Peter from Berlin will be visiting New York soon. Elke will be out of
town, but sets up a blind date with you and Peter. You meet Elke (played by the instructor) at a «Café »
in the Village and talk about Peter. You will ask Elke details about Peter: Where he lives, his appearance
and his hobbies, when he will visit NY and what he is planning to do and see here. (use modal verbs,
present and future tense)
Possible questions: Wie sieht dein Bruder aus ? Hat er eine lange Nase ? Hat er schwarze Haare ? Hat er
kurze oder lange Haare ? Tanzt er gern ? Welche Musik liebt er ? Hat er viele Freunde ? Ist er groβ oder
klein ? Wie alt ist er ? Ist er alt oder jung ? Ist er reich oder arm ? Geht er gern ins Kino ? Fährt er gern
Rad ? Spaziert er gern im Park ? Hat er Haustiere (pets) ? Was für Haustiere hat er gern ? Wann kommt
er ? Was wird er in New York machen ? Was will er in NY sehen ? Möchte er eine Broadway Show
sehen oder ein Jazzkonzert hören? usw.
17(21)
APPENDIX II
Elementary level (LI 111 –LI 112) Speaking Task Holistic Rubric
Performance
exceeds
expectations
Performance
meets
expectations
Performance
almost meets
expectations
Performance
does not meet
expectations
Listening
comprehension
Student fully
understands the
examiner’s
questions, without
probing
Fluidity
Pronunciation
Vocabulary
Grammar
Speech
continuous with
few pauses or
stumbling.
Cohesive devices
appropriate for
this level are
frequently used
Excellent
pronunciation
Student fully
addresses the
information
requested and
provides
additional
details using rich
vocabulary
Perfect control
of the syntactic
structures and
grammar
required.
(Accuracy level
90% - 100%)
4 points
Student fully
understands the
examiner’s
questions, but
needs occasional
probing
4 points
Continuous
speech with
more pauses and
stumbling.
Cohesive devices
are sporadically
used
4 points
Good
pronunciation
with a few
imperfections
4 points
Student
addresses the
information
requested
without
providing
additional details
4 points
Adequate
control of the
syntactic
structures. Some
grammatical
errors
(Accuracy level
79% - 89%)
3 points
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
3 points
Satisfactory
pronunciation
3 points
Student
addresses less
than 60% of the
examiner’s
questions using
inadequate
vocabulary
2 points
Student
understands less
than 40% of the
questions even
after probing
2 points
Speech halting
and uneven with
long pauses
2 points
Unsatisfactory
pronunciation
2 points
Student
addresses less
than 40% of the
examiner’s
questions using
inaccurate
vocabulary
1 point
1 point
1 point
1 point
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
18(21)
APPENDIX III
SCORING SCALES
Grammar task (Range: 0 to 36)
GRAMMARSECTION ACCURATE USE OF THE GRAMMATICAL STRUCTURES
LEARNED IN THE COURSE
Performance exceeds
expectations
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)
19(21)
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
20(21)
APPENDIX IV
Elementary Level (LI 111 - LI 112) Writing Task Holistic Rubric
Exceeds
expectations
Task
Completion
Level of
Discourse
Vocab.
Grammar
Superior completion
of the task. Students
fully address the
information
requested, and
provide additional
details
Sentences are fully
developed and
interconnected with
conjunctions (e.g.
AND, BUT, or
BECAUSE
Rich use of
vocabulary
Perfect control of the
syntactic structures
required (Accuracy
level 90% - 100%).
4 POINTS
Completion of task.
Students fully
address the
information
provided, but do not
provide additional
details
4 POINTS
Sentences are fully
developed. Cohesive
devices are
sporadically used
4 POINTS
Adequate and
accurate use of
vocabulary
3 POINTS
3 POINTS
3 POINTS
3 POINTS
Partial completion of
task. Students
complete 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
2 POINTS
2 POINTS
Emerging control of
the syntactic
structures Several
grammatical
imperfections
(Accuracy level 61%
- 78%).
2 POINTS
Minimal completion
of task. Students
complete less than
40% of the
information
requested.
Sentences are mostly
incomplete. No use
of cohesive devices
Inadequate and/or
inaccurate use of
vocabulary
Minimal control of
the syntactic
structures.
Numerous
grammatical errors
(Accuracy level 0%60%)
1 POINT
1 POINT
1 POINT
1 POINT
4 POINTS
Meets
expectations
Almost meets
expectations
Does not meet
expectations
21(21)
Adequate control of
the syntactic
structures. Some
grammatical
imperfections
(Accuracy level 79%
- 89%).