QCC COURSE ASSESSMENT FORM (SHORT)
QCC COURSE ASSESSMENT FORM
Fall 2004, Rev. 6/15/07
Date: 5-31-11
Department: Foreign Languages and Literatures
Course:
LS 213
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-213 is the first part of the Intermediate 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
Accomplish complex
communicative tasks.
Read and comprehend authentic
reading material including
newspaper or magazine articles, and
passages from contemporary literary
works.
Formulate opinions; make
judgments and/or suggestions, in
oral and/or written form, on selected
issues presented in the reading
material.
Summarize a narrative text, or create
one on their own.
Learning outcomes
Students will be able to
1. Identify characteristics and facts about Hispanic communities
2. Describing people and their activities
3. Comparing and contrasting people’s customs and beliefs
4. Narrating in the past
5. Discussing language variation and language use
6. Describing events, people, and objects in the past
7. Talking about legends and traditions
8. Analyzing past and present cultural practices
9. Describing the origins, purposes, and features of cultural products
10. Expressing preferences and tastes
11. Talking about artistic expression
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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 information in Spanish on topics such Hispanic identity and diversity, ethnics groups, diversity and
identity expressed through language, Spanglish, the Spanish-speaking community in the United States, legends
and traditions, sculpture, painting and music.
2. Demonstrate ability to accomplish communicative tasks such as comparing and contrasting people’s customs
and beliefs, narrating in the past, describing events, people and objects in the past, analyzing past and present
cultural practices, expressing preferences and tastes and talking about artistic expression.
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.
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 person looking for a job at a Hispanic Community
Center, a person talking with his/her best friend after spending several years in Latin America or a guide
specialized in Pre Colombian Art and Civilizations at a museum. See Appendix 1 for a description of the oral
exam
Their listening, reading and writing abilities as well as their knowledge of grammar and vocabulary will be
assessed by a comprehensive final exam. See appendix 1 for a description of the final exam.
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.
Speaking abilities. Students will
engage in a role-play activity with
his/her instructor. The activity is
designed so that it can be
completed in 7-10 minutes
interaction, students will select at
random one of three situations: at a
Community Center, at a museum
and at a coffee shop
Listening comprehension: listen to
two paragraphs and answer
true/false and multiple choice
questions.
Reading activity: read two passages
and answer questions.
Vocabulary activity: complete three
sections with the appropriate
vocabulary.
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 interview. Role-play activity: Students will
be asked to complete a task where they need to
look for a job at a Hispanic Community Center,
or have a conversation with a friend at the coffee
shop, or guide someone in a museum. They will
be assessed using the rubric for oral assessment
designed by the department (See appendix 1 for
a detailed description)
Students will be asked to listen to two passages
and answer questions. (See appendix 1)
Students will be asked to read two paragraphs
and answer questions. (See appendix 1)
Students will be asked to provide the correct
vocabulary in three exercises. (See appendix 1)
Grammar activities: complete
seven sections with the appropriate
words.
Students will be asked to complete sentences
using the correct word. (See appendix 1)
Writing activities: write a
paragraph in the past about your
life.
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 (See appendix 1)
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PART III. ASSESSMENT STANDARDS (RUBRICS)
Before the assignment is given, prepare a description of the standards by which students’ performance will be
measured. This could be a checklist, a descriptive holistic scale, or another form. The rubric (or a version of it) may
be given to the students with the assignment so they will know what the instructor’s expectations are for this
assignment.
Please note that while individual student performance is being measured, the assessment project is collecting
performance data ONLY for the student groups as a whole.
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
This project will assess students’ overall abilities.
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 person looking for a job at a Hispanic Community
Center, or a person explaining his/her experience living in Latin America or a guide specialized in Pre Colombian
Art and Civilizations. Oral tasks will prompt the students with questions.
Their listening, reading and writing abilities as well as their knowledge of grammar and vocabulary will be
assessed by a comprehensive final exam. See appendix 1 for a description of the final exam.
Desired student learning
outcomes from the
assignment: (Copy from
Column 1, Table 6 above;
include Curricular and
/or General Education
Objectives addressed)
Gen-Ed objectives
(1) Communicate
effectively through
reading, writing,
listening and speaking.
2) Use analytical
reasoning
to identify issues or
problems and evaluate
evidence in order to
make informed
decisions.
Curricular objectives
N/A
Assessment measures for
each learning outcome:
(Copy from Column 3,Table
6 above)
Students will be asked to
complete a task where they need
to exchange information at a
museum, at a coffee shop or at a
Hispanic Community Center
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.
Students will be asked to
complete sentences using the
correct word.
Students will be asked to give
personal information
Standards for student performance:
The parameters for measuring students’ speaking abilities
will be to determine whether:
(i) they understand the questions being asked by the
interlocutor and they respond without probing,
(ii) they speak continuously with few pauses or
stumbling,
(iii) they are understood by the interlocutor by using the
correct intonation and pronunciation,
(iv) they speak with some degree of fluidity,
(v) they use correctly the required grammatical structures
and
(vi) they use the appropriate vocabulary
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 standard
(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 standard (80% accuracy
rate).
Students’ grammar knowledge will be determined by
calculating their accuracy rates in providing the correct
forms or structures. 75 per cent of them are expected to
meet the course standards (80% accuracy rate).
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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.
PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Use the following table to report the student results on the assessment. If you prefer, you may report outcomes
using the rubric(s), or other graphical representation. Include a comparison of the outcomes you expected (from
Table 7, Column 3) with the actual results. NOTE: A number of the pilot assessments did not include expected
success rates so there is no comparison of expected and actual outcomes in some of the examples below. However,
projecting outcomes is an important part of the assessment process; comparison between expected and actual
outcomes helps set benchmarks for student performance.
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Desired student learning outcomes:
(Copy from, Column 1,Table 6 above;
include Curricular and/or General
Education Objectives addressed)
Student achievement: Describe the group achievement of each
desired outcome and the knowledge and cognitive processes
demonstrated.
Gen-Ed objectives
See Table 9.
Communicate effectively through
reading, writing, listening and
speaking.
Curricular objectives
N/A
TABLE 9. EVALUATION AND RESULTING ACTION PLAN
In the table below, or in a separate attachment, interpret and evaluate the assessment results, and describe the
actions to be taken as a result of the assessment. In the evaluation of achievement, take into account student
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success in demonstrating the types of knowledge and the cognitive processes identified in the Course
Objectives.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
1. Speaking task. Oral interview:
Data from 36 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 (see Appendix 1)
Table 1
Average Score in Each Category of 36 students
Listening Fluidity Pronunciation
Vocabulary
Grammar Total Range 4 4 4
4
4
Average Score 3.47 3.02 3.18 0‐20 2.7 2.58 15.04 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; 1115 points = student performance meets expectations:16-20 student performance exceeds expectations
The average of total points achieved by students tested in Spanish was 15,4. 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:
Table 2
Range # 0f 36 Students Percentage Percentage of Students in Each Proficiency Level Does not meet Almost meets Meets expectations expectations expectations 0‐5 6‐10 11‐15 0
6
0% Exceed expectations 16‐20 11
19
17% 30% 53% 2. Written Final Examination
The data of 37 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:
Table 3
Average Score in Each Category
Listening Vocabulary
Grammar
Reading
Writing Total Range 0‐16 0‐16 0‐36 0‐16 0‐16 0‐100 Average Score 14.1 9.8
21
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12.3
10.9 68.1
# of Students 37 37
37
37
37 37
The average score achieved was 68.1%
The total points a student could achieve (adding up all five categories) was100. The scale agreed upon beforehand
by the Assessment Committee defined the following ranges: 0-60points= student performance does not meet
expectations; 61–73 points= student performance almost meets expectations; 74-89 points= student performance
meets expectations; 90-100= student performance exceeds expectations.
Table 4
Range Percentage of Students in Each Proficiency Level
Does not meet Almost meets Meets expectations expectations expectations 0‐60 61‐73 74‐89 # 0f Students Percentage Exceed expectations 90‐100 13 10 10 4 35% 27% 27% 11% The overall student performance shows that only 38% of students meet o exceed expectations.
The results for percentage of students in each category are as follows:
Table 5
Range # 0f
Students
Percentage
Table 6
Range # 0f Students Percentage Table 7
LISTENING. Student performance… Does not meet expectations 0‐6 Almost meets expectations
6.5‐9.5 Meets expectations
10‐13.5 Exceed expectations 14‐16 0
0
10
27
0%
0%
27%
73%
VOCABULARY. Student performance …
Does not meet expectations 0‐6 Almost meets expectations 6.5‐9.5 Meets expectations 10‐13.5 Exceed expectations 14‐16 10
7
13
7
27%
19%
35%
19%
GRAMMAR. Student performance … 8(19)
Range Does not meet expectations 0‐16 # 0f Students Percentage Table 8
Range Range # 0f Students Percentage Meets expectations 23‐30.5 Exceed expectations 31‐36 12
11
9
5
32%
30%
24%
14%
READING. Student performance …
Does not meet Almost meets expectations expectations 0‐6 6.5‐9.5 # 0f Students Percentage Table 9
Almost meets expectations 16.5‐22.5 Meets expectations 10‐13.5 Exceed expectations 14‐16 1
1
21
14
3%
3%
57%
38%
WRITING. Student performance …
Does not meet Almost meets expectations expectations 0‐6 6.5‐9.5 Meets expectations 10‐13.5 Exceed expectations 14‐16 3
10
16
8
8%
27%
43%
22%
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 2011 that meet or
exceed expectations is 83%. The largest portion of students (53%) fell into the category rated as exceeding
expectations. 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 38% of students meet o exceed
expectations. The actual percentage of students tested who meet or exceed expectations in vocabulary is 54%, in
grammar is 38%, in reading is 95%, in writing is 65% and in listening is 100%
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
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:
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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 83% 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.
The overall average achieved by students on the assessment in Spanish shows an unsatisfactory result. Only 38% of
the students meet or exceed the expectations. The averages achieved on each individual category in Spanish show
that the areas that need to improve are vocabulary, grammar and writing. The weakest area is grammar (38%)
followed by vocabulary (54%) and writing (65%). These results need to be addressed. The committee will meet in
the fall to discuss the results and determine recommendations. It will then share and discuss the recommendations
with the faculty.
Conclusion and Action Plan
The acquisition scenario among the foreign languages evaluated (Italian, Spanish and French) lacks uniformity. As
Table 1 shows, in the three languages, the number of students reaching the proficiency levels set up for an
intermediate language course (LX213) ranges from 100% (Italian) to 67% (French), and 38% (Spanish). Members
of the committee seem to have diverging opinions on the assessment tools and on the scoring scale used to achieve
these results. Therefore, the committee will reconvene to discuss at length on the actions to take, the significance of
the results, and the re-evaluation of the assessment tools and the scoring scales used.
Table 1
LX213 Percentage of Students in Each Proficieny Level (except oral)
70
60
50
40
30
20
10
0
Italian
Spanish
French
Does not meet expectations (0‐60)
0
35
17
Almost meets expectations (61‐73)
0
27
17
Meets expectations (74‐89)
62
27
42
Exceeds expectations (90‐100)
38
11
25
In fact, as shown in Table 2, the average score of Spanish students was 68.1% vs. 79.5% (French) and 85.3%
(Italian), indicating that their overall performance was significantly below the course expectations (74 to 89).
Interestingly, such discrepancies were also noticed in a previous assessment of beginners II during the academic
year 2010-2011.
Table 2
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Spanish students scored lower than the Italian and French learners, even though all three language groups reported
some weaknesses in the Vocabulary, Grammar and Writing areas. In other words, they showed a general lack of
grammatical accuracy and poor assimilation of the vocabulary which has affected the quality of their written
production.
Table 3
Table 3 indicates the average score in each category: listening, vocabulary, grammar, reading and writing.
Table 4
Table 3 indicates the average score in the overall oral assessment.
The results in the oral assessment do not show the same discrepancies as in the overall written seen above.
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In the oral assessment none of the students was in the “does not meet expectation” category (compared to 35% in the
written assessment, see above). Aside from that, only 17 percent performed below the “Meets expectations level.”
As Table 5 shows, students in all three languages performed better than in the written assessment. It shows that
83% of the students of Spanish met expectations, which is 8% above the 75 percent which is normally expected,
while all students of Italian and students of French met or exceeded the expectations.
Table 5
Despite the performance above the expected 75 percent of all students of the three languages, a closer look at the
data reveals that there are divergences among the three language groups in all areas (see Table 6 below). For
instance, the three groups of learners did not report visible difficulty in understanding the instructor, and using the
target language with appropriate speed and pronunciation. However, similarly to the written test, their use of the
vocabulary and their grammatical accuracy was not as native-like. The most affected were the Spanish learners
followed by the French ones.
In Table 6 below the results of French in the oral assessment are not consistent with the results in the written
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assessment, especially in the vocabulary and grammar results. The students of French exceed the performance of
students of Italian in the oral grammar category, which was not the case in the written assessment. In the
vocabulary area, the students of French performed worse in the oral assessment than the students of Spanish, but in
the written assessment they had exceeded the performance of the students of Spanish.
Table 6
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
LX213 Oral Assessment
Average Score in Each Category
Listening
Fluidity
Pronunciation
Vocabulary
Grammar
4
4
4
4
4
Italian
3.6
3.6
3.6
3.1
3.1
Spanish
3.5
3
3.2
2.7
2.6
French
3.7
3.7
3.9
2.1
3.5
Maximum score
In sum, data collected shows that, although students tend to do better in the oral task, they seem to encounter greater
difficulties in properly acquiring the necessary lexical and syntactic expertise of the target language. The
weaknesses in the oral assessment show that vocabulary and grammar needs improvement and in the written
assessment the same two areas need more emphasis as well as writing. This situation needs to be addressed and
discussed with all faculty members, and some changes in our teaching and assessment strategies need to be
introduced. Students will continue to be encouraged to attend the College Learning Center where their acquisition
problems may be individually addressed by the tutors. Furthermore, the educational staff of the Foreign Language
Department should continue working with CETL (the Center for Excellence in Teaching and Learning) to find more
effective ways to tackle and solve this problem.
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APPENDICES
APPENDIX 1: LS 213 - FINAL EXAM GUIDELINES
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: JOB INTERVIEW IN A HISPANIC COMMUNITY CENTER
You are going to work in a Hispanic Community Center and the director (played by your instructor)
wants to know about your background and your knowledge of Hispanic Culture. What would you say,
how would you answer his/her questions. This is a formal conversation (usted)
-
Greet each other and exchange names
Give personal information
Reasons to work with the Hispanic Community
Questions about the language and the culture
Wrap up and goodbyes
POSIBLES PREGUNTAS
-¿De dónde es Ud.? ¿Dónde nació? Cómo es el lugar donde nació? ¿Cuáles son sus actividades
favoritas?
-¿Qué aspectos de la cultura hispana le interesan? ¿Qué le fascina? ¿Qué le gusta más? ¿Qué personas
famosas del mundo hispano conoce? ¿Quién le cae bien? ¿Quién le cae mal? ¿Qué sabe sobre ellas?
(biografía, hechos importantes en su vida, por qué son famosas?
-Puesto que Ud. quiere trabajar en este centro hispano, voy a preguntarle sobre la comunidad hispana y
sobre su lengua. ¿Quiénes son los hispanos? ¿Qué importancia tiene el año 1492 para la comunidad
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hispana? ¿De dónde procede principalmente la comunidad latina de Estados Unidos? ¿Cuáles son
algunas de las características de esta comunidad?
¿Cuáles son algunas estrategias/formas efectivas para conocer mejor la cultura hispana en Estados
Unidos?
¿El español hablado en todo el mundo es una lengua homogénea o heterogénea? ¿Cuál es el origen del
español? ¿Cuándo llegó el español a América? ¿De qué lenguas ha tomado palabras el español?
¿Puede nombrar Ud. cinco palabras del español tomadas de las lenguas indígenas americanas?
¿Qué es el Spanglish? ¿Qué piensa del Spanglish? ¿Está a favor o en contra del uso del Spanglish? /
¿Para Ud. es algo positivo o negativo? ¿Por qué?
SITUACIÓN 2: AT THE COFFEE SHOP
You meet with your best friend (played by your instructor) at the coffee shop. You have been living in
Latino America or Spain for two years. What would you say, how would you answer his/her questions.
This is an informal conversation (tú)
-
Greet each other
Memories
Legends
Festivities and traditions
Wrap up and goodbyes
POSIBLES PREGUNTAS
Cuéntame sobre tu mejor viaje. ¿Adónde fuiste? ¿Qué sabías del lugar antes de visitarlo? ¿Qué
descubriste al llegar al lugar? ¿Qué querías hacer allí? ¿Qué hiciste y qué no pudiste hacer? ¿A quiénes
conociste allí? ¿Qué palabras nuevas aprendiste? ¿Ocurrió algo interesante mientras estabas allí?
¿Qué leyendas o tradiciones aprendiste durante tu estancia en Latinoamérica/España? ¿Te acuerdas de
alguna leyenda o tradición? ¿Cuál? ¿De qué trataba/? ¿En qué festividades o eventos tradicionales
participaste? ¿Dónde ocurrió el evento o la festividad? ¿Qué sabías sobre la festividad o evento antes de
participar, ¿por qué querías participar? ¿Qué pudiste y que no pudiste hacer? ¿A qué personas conociste
durante la festividad o evento? ¿Qué aspecto de la festividad te gustó más? ¿Cuánto tiempo hace que
regresaste de tu viaje?
SITUACIÓN 3: AT THE MUSEUM
You are a guide at the Art Gallery specialized in Pre Colombian Art and Civilizations and your client
(played by your instructor) wants to know about the history of the different items in the exhibition (see
pictures) This is a informal conversation (tú)
-
Greet each other
Talk about Pre Colombian Civilizations
Express opinions
Wrap up and goodbyes
POSIBLES PREGUNTAS
Me gustaría saber sobre las culturas precolombinas.¿Cuántas culturas precolombinas están
representadas en esta galería de arte? ¿Cuál es más interesante? ¿Dónde estaban localizadas las
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culturas precolombinas? ¿Cómo eran estas culturas? ¿Quiénes eran los mayas? ¿Cuáles eran los
principales cultivos de las culturas precolombinas? ¿Qué tipo de artes practicaban las culturas
precolombinas? ¿Qué importancia tenía la astronomía para las culturas precolombinas? ¿Cómo usaban
la rueda? ¿De qué material estaban construidos los edificios precolombinos? ¿Qué función tenían las
pirámides? ¿Qué eran los códices? ¿Qué tres culturas precolombinas desarrollaron la escritura
pictográfica?
¿Conoces alguna leyenda precolombina? Explica (¿Cómo se llama? ¿De dónde es? ¿Quiénes son los
protagonistas? ¿Qué pasó al principio y después? ¿Qué pasó al final? ¿Qué te interesa de esta leyenda?
¿Quiénes eran los incas? ¿Qué otras civilizaciones importantes había en América? ¿Qué hablaban los
incas? ¿Dónde estaba esta civilización? ¿Qué arquitectura tenía? ¿Qué conocimientos tenía?
Expresa tu opinión sobre tu artista (arquitecto, pintor, escritor) favorito
Performance
exceeds
expectations
Performance
meets
expectations
Performance
almostmeets
expectations
Performance
doesnotmeet
expectations
IntermediateLevel(LX213andLX214)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
I.COMPRENSIÓN AUDITIVA. (16 puntos)
Listen to what your instructor will read and then complete the activities. Your instructor will repeat ONLY TWICE
Listening A. TRUE OR FALSE
16(19)
Listening B. MULTIPLE CHOICE
II.VOCABULARIO (16 puntos)
Complete with the appropriate word or word expression related to:
a. La leyenda de la Atlántida (p. 70, actividad 3-1, p. 73, actividad 3-4 y 3-5)
b. Arquitectura y arte en la América precolombina (p. 102, actividad 4-1, 4-2, p. 107, actividad 4-4)
III.GRAMÁTICA (36 puntos)
Fill in the blanks or write sentences related to:
a. Los verbos del pretérito (p. 41, 42 y expresiones y verbos útiles de la actividad 2-8 y 2-10)
b. Los verbos en el imperfecto (p.53 y 54)
c. Los verbos con diferentes equivalentes en inglés en el pretérito y el imperfecto (p.75)
d. El pretérito perfecto (p. 88-89)
e. Los verbos como gustar (p.121- 124)
IV.COMPRENSIÓN DE LECTURA (16 puntos)
Read and complete the following activities.
Reading A. TRUE OR FALSE
Reading B. MULTIPLE CHOICE
V.COMPOSICIÓN (16 puntos)
Write a paragraph about your life or about the life of a member of your family: most important events, childhood,
what have you/he/she done recently, express your/his/her likes and dislikes (Minimum 100 words).
THE COMPOSITION WILL BE GRADED ACCORDING TO THE WRITING TASK HOLISTIC RUBRIC
Exceeds expectations
Meets expectations
Almost meets
expectations
Does not meet
expectations
Task Completion
Superior completion of
the task. Student fully
addresses the
information requested,
and provides additional
details
4 POINTS
Completion of task.
Student fully addresses
the information
provided, but does not
provide additional
details 3 POINTS
Level of Discourse
Sentences are fully
developed and
interconnected with
cohesive devices
appropriate for this level
4 POINTS
Vocab.
Rich use of vocabulary
Grammar
Perfect control of the
syntactic structures
required. (Accuracy
level 90% - 100%)
4 POINTS
4 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
2 POINTS
Minimal completion of
task. Student completes
less than 40% of the
information requested.
1 POINT
Sentences are somewhat
complete. Rare use of
cohesive devices
Somewhat inadequate
and/or inaccurate use of
vocabulary
Adequate control of the
syntactic structures.
Some grammatical
errors
(Accuracy level 79% 89%)
3 POINTS
Emerging control of the
syntactic structures
Several grammatical
errors (Accuracy level
61% - 78%)
2 POINTS
Minimal control of the
syntactic structures.
Numerous grammatical
errors
(Accuracy level 0%60%) 1 POINT
2 POINTS
Sentences are mostly
incomplete. No use of
cohesive devices
2 POINTS
Inadequate and/or
inaccurate use of
vocabulary
1 POINT
1 POINT
17(19)
APPENDIX 2: SCORING SCALES
Grammar task (Range: 0 to 36)
GRAMMARSECTION
Performance
exceeds
expectations
ACCURATE USE OF THE GRAMMATICAL STRUCTURES LEARNED IN THE
COURSE
More than 90% completion of the task
(31 – 36 points)
Performance meets
expectations
Between 74% and 89% completion of the task
(23 – 30.5 points)
Performance almost
meets expectations
Between 61% and 73% completion of the task
(16.5- 22.5 points)
Performance does
not meet
expectations
Between 0% to 60% completion of the task
(0 – 16 points)
Vocabulary task (Range: 0 to 16)
VOCABULARY
SECTION
Performance
exceeds
expectations
ACCURATE AND ADEQUATE USE OF THE VOCABULARY LEARNED IN THE
COURSE
More than 90% completion of the task
(14 – 16 points)
Performance
meets
expectations
Between 74% and 89% completion of the task
(10-13.5 points)
Performance
almost meets
expectations
Between 61% and 73% completion of the task
(6.5-9.5 points)
Performance
does not meet
expectations
Between 0% to 60% completion of the task
(0- 6 points)
Listening task (Range: 0 to 16)
LISTENING
SECTION
Performance
exceeds
expectations
UNDERSTAND RELATIVELY COMPLEX MESSAGES RELATED TO THE TOPICS
COVERED IN THE COURSE
More than 90% completion of the task
(14 – 16 points)
Performance
meets
Between 74% and 89% completion of the task
(10- 13.5 points)
18(19)
expectations
Performance
almost meets
expectations
Performance
does not
meet
expectations
Between 61% and 73% completion of the task
(6.5 – 9.5 points)
Between 0% to 60% completion of the task
(0 to 6points)
Reading task Holistic Rubric (Range: 0 to 16)
READING
SECTION
Performance
exceeds
expectations
UNDERSTAND RELATIVELY COMPLEX MESSAGES
RELATED TO THE TOPICS COVERED IN THE COURSE
More than 90% completion of the task
(14– 16 points)
Performance
meets
expectations
Between 74% and 89% completion of the task
(10- 13.5 points)
Performance
almost meets
expectations
Between 61% and 73% completion of the task
(6.5 – 9.5 points)
Performance
does not
meet
expectations
Between 0% to 60% completion of the task
(0 to 6 points)
19(19)