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:
LS 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
LS-112 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.
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TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Read, understand, and write
simple texts on familiar topics
such as daily routines, food,
childhood memories, and
vacations.
Accomplish basic
communication tasks, such as
being able to express your
needs, give commands,
directions, directions,
advice/suggestions and respond
appropriately in a variety of
real-life situations (in a
restaurant, asking for directions,
at the doctor’s office…)
Learning outcomes
Students will be able to
1. describe their daily routines to others orally and in a written
paragraph in Spanish;
2. accomplish basic communicative tasks, such as being able to
express their needs, give commands, directions,
advice/suggestions and respond appropriately in simple
conversations in a variety of real-life situations (in a hotel, in a
restaurant, asking for directions, etc.);
3. read and comprehend short narrative texts;
4. write short narrations in the past about themselves and others
while avoiding unnecessary repetitions;
5. become familiar with a variety of basic cultural information as
presented in the textbook or as provided by their instructor.
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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 Spanish on topics such daily routines, food, childhood memories, and
past vacations.
2. Demonstrate ability to accomplish simple communicative tasks on every day topics such as being
able to express your needs, give commands, directions, directions, advice/suggestions and respond
appropriately in a variety of real-life situations (in a restaurant, asking for directions, at the doctor’s
office…)
.
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:
This project will assess students’ overall abilities.
Oral Assessment:
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 sick person at the doctor´s office, or a client talking
with his/her therapist, or may share some personal information with his/here date at the coffee shop. See
Appendix 1.
Written Assessment
Their listening, reading and writing abilities as well as their knowledge of grammar and vocabulary will be
assessed by a comprehensive final exam. Appendix 1.
Desired student learning
What assessment tools will be used to
Briefly describe the range of
outcomes for the assignment
activities student will engage
measure how well students have met
each learning outcome? (Note: a single
(Students will…)
in for this assignment.
assessment tool may be used to measure
List in parentheses the
multiple learning outcomes; some learning
Curricular Objective(s) and/or
Oral Assessment
outcomes may be measured using multiple
General Education Objective(s) Role-play at the doctor’s office,
assessment tools.)
(1-10) associated with these
at therapy, and at a coffee shop
desired learning outcomes for
Written Assessment
Oral Assessment
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
Listening comprehension: listen to
two paragraphs and answer
true/false and multiple choice
questions.
Reading activity: read two passages
and answer questions.
Role-play activity: Students will be asked to
complete a task where they need to exchange
personal information with a new acquaintance
met at the coffee shop, or at the doctor’s office,
or at therapy. They will be assessed using the
rubric for oral assessment designed by the
department
Vocabulary activity: complete three
sections with the appropriate
vocabulary.
Written Assessment
Students will be asked to listen to two passages
and answer questions.
Grammar activities: complete
seven sections with the appropriate
words.
Students will be asked to read two paragraphs
and answer questions.
Writing activities: write a
paragraph in the past about your
life.
Students will be asked to provide the correct
vocabulary in three exercises.
Students will be asked to complete sentences
using the correct word.
Students will be asked to give information about
their past life. They will be assessed using the
rubric for written assessment designed by the
department.
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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)
This project will assess students’ overall abilities.
Oral Assessment:
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 sick person at the doctor´s office, or a client talking
with his/her therapist, or may share some personal information with his/here date at the coffee shop. See
Appendix 1.
Written Assessment
Their listening, reading and writing abilities as well as their knowledge of grammar and vocabulary will be
assessed by a comprehensive final exam. Appendix 1.
Desired student learning Assessment measures for
Standards for student performance:
outcomes from the
each learning outcome:
assignment: (Copy from
1. The parameters for measuring students’ speaking
abilities was determined whether:
Column 1, Table 6 above; 1. Oral Assessment:
Role-play activity: Students will
(i) they understand the questions being asked by the
include Curricular and
be
asked
to
complete
a
task
interlocutor,
/or General Education
where they need to exchange
(ii) they are accurate with regard to their use of Spanish
Objectives addressed)
personal information with a new
Gen-Ed objectives
(1) Communicate
effectively through
reading, writing,
listening and speaking.
acquaintance met at the coffee
shop, or at the doctor’s office, or
at therapy. They will be assessed
using the rubric for oral
assessment designed by the
department .
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 1)
2. Written Assessment:
2) Use analytical
reasoning
to identify issues or
problems and evaluate
evidence in order to
make informed
decisions.
Curricular objectives
N/A
Students will be asked to listen
to two passages and answer
questions.
Students will be asked to read
two paragraphs and answer
questions.
Students will be asked to
provide the correct vocabulary in
three exercises.
2. The parameters for measuring students’ grammar,
vocabulary, listening tasks, and reading were assessed
according to the attached Scoring Scales. (Appendix 1)
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 will be asked to
complete sentences using the
correct word.
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 will be asked to give
information about their past life.
They will be assessed using the
rubric for written assessment
designed by the department.
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).
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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 Spanish 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 1)
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:
What does this show about what and how the students learned?
1. Oral Assessment:
Data from 176 students that completed the speaking task in Spanish was gathered. Their performance was
rated according to 5 parameters; listening comprehension, fluidity, pronunciation, vocabulary and grammar.
Student performance was scored using the scoring rubric (Appendix 1)
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 students tested in Spanish was 15,1. According to the scale, this
average falls between the range of meets expectations and exceeds expectations.
The assessment Committee also predicted that 75% of students tested would achieve a score indicating that
their performance meets expectations. The results of students who achieved each performance level in
Spanish are the following:
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2. Written Assessment
The data of 183 students that completed the final exam (assessment tool) in Spanish was gathered. Their
performance was rated according to five categories: listening comprehension, vocabulary, grammar,
reading and writing.
The results are as follows:
The average score achieved was 68.3%
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=
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student performance meets expectations; 90-100= student performance exceeds expectations.
The overall student performance shows that only 25% of students meet o exceed expectations.
The results for percentage of students in each category are as follows:
LISTENING. Student performance… Range Does not meet expectations 9.5 # 0f Students Percentage Almost meets expectations 10 to 12.5 Meets expectations 13 to 14.5 Exceed expectations 15‐16 2
29
82
70
1.1%
15.8%
44.8%
38.3%
VOCABULARY. Student performance …
Range Does not meet expectations 9.5 # 0f Students Percentage Range # 0f Students Percentage Almost meets expectations 10 to 12.5 Meets expectations
13 to 14.5 Exceed expectations 15‐16 41
49
46
47
22.4%
26.8%
25.1%
25.7%
GRAMMAR. Student performance … Does not meet Almost meets expectations expectations 0‐21.5 22‐28 Meets expectations
28.5‐32 Exceed expectations 32.5‐36 95
49
20
19
51.9%
26.8%
10.9%
10.4%
READING. Student performance …
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Range # 0f Students Percentage Range # 0f Students Percentage Does not meet expectations 9.5 Almost meets expectations 10 to 12.5 Meets expectations
13 to 14.5 Exceed expectations 15‐16 56
80
35
12
30.6%
43.7%
19.1%
6.6%
WRITING. Student performance …
Does not meet Almost meets expectations expectations 9.5 10 to 12.5 Meets expectations
13 to 14.5 Exceed expectations 15‐16 66
56
34
27
36.1%
30.6%
18.6%
14.8%
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 speaking task in Spanish show that, as predicted, at least 75% of students tested meet or
exceed expectations on overall performance of the task: the actual percentage of student tested in Fall 2010
that meet or exceed expectations is 89%. The largest portion of students (55%) fell into the category rated
as exceeding expectations, that is, achieving 16-20 points out of 20. Adding together levels 1 and 2 the
percentage of students whose performance does not meet expectations is 1%. If we look at student
performance according to individual parameters, the highest average scores was in listening comprehension
and pronunciation, the second average score was fluidity. The two lowest scoring parameters were
vocabulary and grammar
The results in the writing, vocabulary and grammar categories show that only 25% of students meet o
exceed expectations. The actual percentage of students tested who meet or exceed expectations in
vocabulary is 50.8%, in grammar is 21.3%, in reading is 25.7%, in writing is 33.4% and in listening is
83.1%
B2) Evaluation of the assessment
A formal evaluation of the assessment tools and assessment process has not been conducted, but informal
reactions were very positive overall, both from faculty members and students. The great majority of
students evidently took the speaking task assessment very seriously, and had studied for it. Faculty
members were most happy in cases where they saw students gain a real sense of accomplishment from
having participated successfully in the speaking task. Faculty – especially adjunct faculty – gave of their
personal time to be able to complete the student assessments.
The results obtained seem to indicate that the assessment tools used and the assessment process undertaken
has been successful in accurately 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 speaking task in Spanish shows a satisfactory result with
89% of students meeting expectations as defined by the Assessment Committee. The average achieved on
each individual parameter in Spanish show areas of relative strength, as well as two areas of relative
weakness: vocabulary and grammar.
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The FL Assessment committee, 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.
QCC 12/3/04
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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 1: LS 112 - FINAL EXAM GUIDELINES – SPRING 2011
A. ORAL EXAM GUIDELINES (5% of the final grade)





It is a conversation: teacher-student (10 minutes)
Student select AT RANDOM one of three situations (see study guide)
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 Spanish speaking friends
SITUACIÓN 1: AT THE DOCTOR’S OFFICE
You go to see a doctor (played by your instructor) because you are not feeling well. What would
you say, how would you answer his/her questions. This is a formal conversation (usted)
-
Greet each other and exchange names
Description of symptoms. What happened in the last few days
Personal info: eating habits, daily routine, activities during the weekend
Wrap up and goodbyes
POSIBLES PREGUNTAS
¿Cómo está usted?
¿En qué puedo ayudarle? ¿Qué le duele?
¿Cuántos años tiene? ¿Usted fuma? ¿Cuántas horas duerme? ¿Trabaja mucho? ¿A qué hora se levanta? ¿A
qué hora se acuesta? ¿Cuántas horas trabaja? ¿Qué desayuna? ¿Dónde? ¿Qué almuerza? ¿A qué hora? ¿Dónde?
¿Qué cena? A qué hora? ¿Dónde?
¿Qué hace normalmente los fines de semana? ¿Hace ejercicio? ¿Hace deportes? ¿Con qué frecuencia?
Y ayer, ¿qué hizo? ¿Tuvo gripe? ¿Se sintió mal? ¿Durmió todo el día? ¿Qué comió? ¿Qué bebió? ¿Trabajó?
¿Estuvo resfriado?
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SITUACIÓN 2: A BLIND DATE
You have a blind date and you want to know everything about the other person (played by your
instructor). What would you say, how would you answer his/her questions. This is an informal
conversation (tú)
-
Greet each other
Exchange personal info: likes and dislikes, your favorite restaurant, daily routine,
activities during the weekend
Vacations
Childhood
Wrap up and goodbyes
POSIBLES PREGUNTAS
¿Cómo estás? ¿En qué trabajas?
En tu opinión, ¿cuál es el mejor restaurante de Nueva York? Y ¿el peor? ¿Cuál es la mejor ciudad del mundo?
¿Cuál es la mejor película? ¿Por qué? De tus actores favoritos, ¿quién es más inteligente?
En tu familia, ¿quién es el mayor? ¿Quién es más alto que tú? ¿Quién tiene más amigos hispanos? …
¿Qué hiciste en tus últimas vacaciones? ¿Adónde fuiste? ¿Con quién? ¿Qué hiciste? ¿Con quién? ¿Dónde?
¿Qué visitaste? ¿Qué compraste? ¿Nadaste? ¿Corriste? ¿Hiciste deporte? ¿Qué comiste? ¿Diste alguna fiesta?
Cuando eras pequeño/a, ¿dónde vivías? ¿Adónde ibas de vacaciones? ¿Qué hacías durante las vacaciones? ¿Qué
hacías en la escuela? ¿Qué estudiabas? ¿qué hacías en tu tiempo libre? ¿Cómo se llamaba tu mejor amigo/a?
¿Cómo era tu casa? ¿Qué leías? ¿Qué comías? …
SITUACIÓN 3: AT THERAPY
You go to see your therapist (played by your instructor) because you need advice regarding
some issues in your life. For example: you are depressed, you don´t have a girlfriend/boyfriend,
you want to live alone but don’t have money. You don’t like your job and you are failing your
exams. You are tired all the time, you don’t sleep, you don’t exercise and you are gaining weight.
You should tell your therapist important events in your past that may be related to your current
situation. Ask him/her for advice.
-
Greet each other
Ask advise
Talk about your memories and childhood
Wrap up and goodbyes
POSIBLES PREGUNTAS
¿Cómo estás hoy? ¿Qué te pasa? ¿Qué problemas tienes?
¿Cómo es tu familia? ¿Quién es el mayor de la familia? ¿Quién tiene más dinero? ¿Qué problemas tienes con
tus padres o hermanos? ¿Quién es el más simpático en la familia? ¿Eres menos o más inteligente que tus
hermanos?
Cuando eras pequeño/a, ¿dónde vivías? ¿Adónde ibas de vacaciones? ¿qué hacías durante las vacaciones? ¿Qué
hacías en la escuela? ¿Qué estudiabas? ¿Qué hacías en tu tiempo libre? ¿Qué problemas tenías en tu casa y en la
escuela?
¿Cómo es tu ex novio? ¿Qué hacían los fines de semana? ¿Adónde iban de vacaciones?
¿Qué pasó entre ustedes? ¿Por qué rompieron? ¿Qué problemas tuvieron?
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Performance
exceeds
expectations
Performance
meets
expectations
Performance
almostmeets
expectations
Performance
doesnotmeet
expectations
ElementaryLevel(LX111andLX112)SpeakingTask‐HolisticRubric
Listening
Fluidity
Pronunciation
Vocabulary
comprehension
Studentfully
Excellent
Speech
Studentfully
addressesthe
pronunciation
continuouswith
understandsthe
information
fewpausesor
examiner’s
requestedand
stumbling.
questions,without
provides
Cohesivedevices probing
additionaldetails
appropriatefor
usingrich
thislevelare
vocabulary
frequentlyused
4points
4points
4points
4points
Studentaddresses
Good
Continuous
Studentfully
theinformation
speechwithsome pronunciation
understandsthe
requested
withafew
pausesand
examiner’s
withoutproviding
imperfections
questions,butneeds stumbling.
additionaldetails.
Cohesivedevices occasionalprobing
Studentuses
aresporadically
adequate
used
vocabulary
3points
3points
3points
3points
Studentaddresses
Satisfactory
Speechchoppy
Student
lessthan60%of
and/orslowwith pronunciation
understandsless
theexaminer’s
frequentpauses.
than60%ofthe
questions.
Rareuseof
examiner’s
Studentuses
cohesivedevices
questionsafter
inadequate
probing
vocabulary
2points
2points
2points
2points
Studentaddresses
Unsatisfactory
Speechhalting
Student
lessthan40%of
pronunciation
andunevenwith
understandsless
theexaminer’s
longpauses
than40%ofthe
questions.
questionsevenafter Studentuses
probing
inaccurate
vocabulary.
1point
1point
1point
1point
Grammar
Perfectcontrolof
thesyntactic
structuresand
grammar
required.
(Accuracylevel
90%‐100%)
4points
Adequatecontrol
ofthesyntactic
structures.Some
grammatical
errors
(Accuracylevel
79%‐89%)
3points
Emergingcontrol
ofthesyntactic
structures.
Several
grammatical
errors
(Accuracylevel
61%‐78%)
2points
Minimalcontrol
ofthesyntactic
structures.
Numerous
grammatical
errors
(Accuracylevel
0%‐60%)
1point
B. WRITING EXAM GUIDELINES (20% of the final grade)
A. COMPRENSIÓN AUDITIVA (16 POINTS)
Listen to what your instructor will read and then complete the activities. Your instructor will
repeat ONLY TWICE
 Listening A. TRUE OR FALSE
 Listening B. MULTIPLE CHOICE
B. VOCABULARIO (16 POINTS)
Complete with the appropriate word or word expression related to:
a. La ciudad
b. De compras
c. La salud y las emergencias
17(20)
C. GRAMÁTICA (36 POINTS)
Fill in the blanks or write sentences related to:
a. Verbos reflexivos
b. Mandatos formales afirmativo y negativo
c. El pretérito de verbos regulares e irregulares
d. Pronombres de objeto directo e indirecto
e. El imperfecto
D. COMPRENSIÓN DE LECTURA (16 POINTS)
Read and complete the following activities.
 Reading A. TRUE OR FALSE
 Reading B. MULTIPLE CHOICE
E. COMPOSICIÓN (16 POINTS)
Write a paragraph in the past (Minimum 80 words).
THE COMPOSITION WILL BE GRADED ACCORDING TO THE WRITING TASK HOLISTIC RUBRIC
Elementary level (LX111 and LX 112) Writing Task Holistic Rubric
Task Completion
Exceeds expectations
Meets expectations
Almost meets
expectations
Does not meet
expectations
Superior completion of
the task. Student fully
addresses the information
requested, and provides
additional details
4 POINTS
Level of
Discourse
Sentences are fully
developed and
interconnected with
cohesive devices
appropriate for this level
4 POINTS
Vocab.
Grammar
Rich use of vocabulary
Perfect control of the
syntactic structures
required. (Accuracy level
90% - 100%)
4 POINTS
4 POINTS
Adequate control of the
syntactic structures. Some
grammatical errors
(Accuracy level 79% 89%)
3 POINTS
Completion of task.
Student fully addresses
the information provided,
but does not provide
additional details
3 POINTS
Sentences are fully
developed. Cohesive
devices are sporadically
used
Adequate and accurate
use of vocabulary
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
1 POINT
1 POINT
1 POINT
18(20)
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
Level 1/2 –Grammatical Accuracy task Scale (Range: 0 to 36)
GRAMMAR
SECTION
ACCURATE USE OF THE GRAMMATICAL STRUCTURES LEARNED IN
THE COURSE
Performance More than 90% completion of the task
exceeds
(32.5- 36 points)
expectations
Performance Between 79% and 89% completion of the task
meets
(28.5- 32 points)
expectations
Performance Between 64% and 78% completion of the task
almost
(22 – 28 points)
meets
expectations
Performance Between 0% to 60% completion of the task
does not
(0 - 21.5 points)
meet
expectations
Level 1/2 –Vocabulary task Scale (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(20)
Level 1/2 –Listening task Scale (Range: 0 to 16)
LISTENING
SECTION
UNDERSTAND PHRASES, EXPRESSIONS AND SHORT MESSAGES
RELATED TO THE TOPICS COVERED IN THE COURSE
Performance
More than 90% completion of the task
exceeds
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)
Level 1/2 –Reading task Scale (Range: 0 to 16)
READING
SECTION
UNDERSTAND SHORT AND SIMPLE MESSAGES
RELATED TO THE TOPICS COVERED IN THE COURSE
Performance
More than 90% completion of the task
exceeds
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(20)