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. 1(20) 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. 2(20) 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. 3(20) 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. 4(20) 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). 5(20) 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 6(20) 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: 7(20) 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= 8(20) 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 … 9(20) 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. 10(20) 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 11(20) 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 12(20) 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 13(20) 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. 14(20) 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? 15(20) 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? 16(20) 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)