MAKING STANDARDS BASED
GRADING WORK IN YOUR WORLD
LANGUAGE CLASSROOM
Jenni Highfill highfilljenni@rockwood.k12.mo.us
Kim Lackey lackeykimberly@rockwood.k12.mo.us
Denise Pahl pahldenise@rockwood.k12.mo.us
Eureka High School, Rockwood School District
All presentation materials available at
http://eurekaworldlanguage.wikispaces.com/
“NO MATTER HOW LOFTY OUR
ESPOUSED EDUCATION GOALS,
OUR GRADING PRACTICES REVEAL
WHAT WE TRULY VALUE.”
-Tony Winger
“WHAT WE KNOW TODAY DOES NOT
MAKE YESTERDAY WRONG.
IT MAKES TOMORROW BETTER.”
-Carol Commadore
WHERE ARE WE COMING FROM?
 Rockwood School District / Eureka High School
 All Spanish teachers / PLCs incorporate the same
standard-based grading practices.
 RSD has a grading and reporting policy that is a work
in progress.
 Disconnect between grading and reporting system
 Our focus is on Standards Based Grading and Feedback
– NOT Standards Based Reporting.
 We are not experts. We are learning everyday. Our
practice is constantly evolving.
WHAT POWER DOES A GRADE HAVE?
Think
Pair
Share
WHAT ARE THE 15 FIXES FOR
BROKEN GRADES?
Ken O'Connor, a.k.a. The Grade Doctor, is an
independent consultant who specializes in issues
related to the communication of student
achievement, especially grading and reporting.
Rockwood School District has used Ken
O’Connor’s book as a starting point for book
studies and common language about standards
based grading.
1. WHICH OF THE FOLLOWING ARE
CURRENTLY REFLECTED IN GRADES IN
MOST CLASSROOMS IN THE U.S.?
A. how well students behave in class
B. how well students can take tests
C. if students are responsible and do their homework
D. if students participate in class
what students know and are able to do
F. group work and projects that students do
G. student attitudes towards the class
H. extra credit
I. if students bring their materials to class each day
J. all of the above
E.
2. WHAT DO YOU THINK GRADES
SHOULD REFLECT?
A. how well students behave in class?
B. how well students can take tests?
C. if students are responsible and do their homework?
D. if students participate in class?
what students know and are able to do?
F. group work and projects that students do?
G. student attitudes towards the class?
H. all of the above?
E.
3. WHAT DO WE THINK GRADES
SHOULD REFLECT?
We believe grades should reflect what
students know and are able to do.
What should count in a
grade?
 Vocabulary Assessments
 Grammar Assessments
 Speaking Assessments
 Listening Assessments
 Reading Assessments
 Writing Assessments
 Work that is graded
 Work that shows
what a student
knows and is able to
do
What shouldn’t count in
a grade?
 Participation
 Behavior
 Homework completion
 If you brought your book
to class
 Extra credit for extra
work
 Extra credit for bringing in
a box of Kleenex, etc.
 Attendance
 Group work grades
EHS SPANISH GRADEBOOK
CATEGORIES AND WEIGHTS
Interpersonal Communication
• Speaking
• Writing
20%
Presentational Communication
• Speaking
• Writing
20%
Interpretive Communication
• Reading
• Listening
• Viewing
20%
Linguistic and Cultural Competence
•
•
•
•
Vocabulary Assessments
Grammar Assessments
Pronunciation Assessments
Culture
40%
WHAT DO WE DO ABOUT
NON-ACADEMIC BEHAVIOR ISSUES?
 Failure to complete assignments
 Turning work in late
 Coming to class unprepared
 Attitude problems; lack of cooperation
 Not working up to potential
 Falling asleep in class
WHAT DO WE DO ABOUT
NON-ACADEMIC BEHAVIOR ISSUES?
We deal with them as BEHAVIOR issues with
behavioral consequences.
 Talk to the student
 Behavior modification tools (getting planner signed, reward
system, physical proximity, seating chart adjustment, etc.)
 Phone call or e-mail home
 Mandatory academic tutoring
 Detention
WHAT ABOUT LATE WORK?
What about when they get to college and
their professors don’t accept late work?
Why not just take off a letter grade for
every day that it’s late?
What about teaching kids responsibility?
What about the real world?
HTTP://WWW.YOUTUBE.COM/WATC
H?V=FHEIJ2ZFIL4
RICK WORMELI ON LATE WORK
WHAT ABOUT LATE WORK?
What about when they get to college and
their professors don’t accept late work?
Why not just take off a letter grade for
every day that it’s late?
What about teaching kids responsibility?
What about the real world?
HOW IS IT FAIR TO MAKE THE ENTIRE
GRADE BASED ON ASSESSMENTS ONLY?
We believe that ALL students can learn, just
not always at the same rate.
Students need to be held accountable for
learning the material.
Students who do not demonstrate
proficiency are given opportunities to learn
the material and re-assess.
OPPORTUNITIES FOR RE-ASSESSMENT
 Designed for students who do not demonstrate
proficiency (not prepared to move forward in their
learning)
 Same format with different prompts or words.
 Must be done outside class time – generally before or
after school
 Students must complete additional practice prior to
reassessment.
 2nd grade counts – most recent evidence of what
students know and are able to do
Contract for Reassessment, Delayed or Make-up Assessment _
EHS WL Dept.
Please complete and sign below and return to your teacher today before the end of class.
 DeNure
 ASL
 I
Name:
 Durante
 French
 II
 Hause
 German  III
 Highfill
Class Period: Date of Contract: Due date:
 Latin
 IV
 Krinski
 Lackey
 Spanish  AP - V






Landrum
Oberg
Pahl
Staszcuk
Weitzel
Whiteford
You are receiving this notice regarding the _______________________________________________ quiz because you:
 have not demonstrated proficiency on this skill.
 chose not to take the quiz / test on the scheduled date.
 were unable to take the quiz / test on the scheduled date due to absence.
To be eligible to re-take the assessment, you must complete the following activities and re-take the assessment.

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________
I will complete the required activities above and come in to re-take my assessment on:
___________________, ________________________ at ______:________.
Day
Date
Time
REPORT TO:
 WL AcLab in Room 721
 Room ___________
Please see posted schedule for days and time that the World Language AcLab is open.
I understand if I do not come in for this reassessment, I may be assigned an Academic Detention.
Signature: ____________________________________________________________
HTTP://WWW.YOUTUBE.COM/WATC
H?V=QJLE20GLZK0
I AM WORRIED ABOUT MY GRADE
HOW DO YOU DECIDE WHAT TO TEACH?
National Standards for Learning Languages
Alignment of the National Standards for
Learning Languages with the Common Core
State Standards
ACTFL Performance Descriptors for
Language Learners and Proficiency Guidelines
District Curriculum
Professional Learning Community Decisions
HOW DO YOU DECIDE WHAT TO ASSESS?
Unit Plan
(backward design / unpack standards)
 Based on district curriculum / national standards
 Consider all three modes of communication
 Consider cultural connections
 Consider what students need in order to successfully
communicate in all three modes about the topic/prompt
 Use knowledge of your own students
TAKING THE
MYSTERY OUT
OF ASSESSMENT
 Share unit goals with
students at the beginning
of the unit.
 Share rubrics with
students before
assessments.
 Provide practice and
feedback before the
assessment (practice quiz,
skills practice, etc.)
 An example from The
Cosby Show
COSBY SHOW EXAMPLE
MYSTERY TEST
USE QUALITY ASSESSMENTS
What should be assessed in a World Language
classroom?
Are the purposes for your assessments clear? Are
they clear to the students?
Do your assessments match the goals you have for
your students?
What do quality assessments look like?
What are some of the problems with using
assessments produced by textbook companies?
TEXTBOOK ASSESSMENTS?
Pros
Cons
 Convenient, Time-saver
 Static – PDFs, difficult to modify or correct
 Creates consistency among

teachers

 Aligned with other book
resources
 Often include visuals, audio,
and short readings
 Usually objectives are clearly
stated





mistakes
Not tailored towards your students
Generally do not include a scoring guide;
Guidelines for scoring are questionable
Poor quality feedback
Don’t grow with current society
(vocabulary, concepts, culture)
Difficult to “save as” and make a practice
quiz / retake quiz, Form A/B
Test security becomes an issue
Teacher has no control over the blueprint
of the assessment
TEACHER-CREATED ASSESSMENTS
For each assessment….
 Reflect on which specific skills should be tested. Discuss
and create the criteria for the rubric.
 Create assessments on which students demonstrate
those skills
 Create a rubric that communicates the differences
between performance levels
 Use the rubric to evaluate students’ skills and give
detailed feedback to students.
 Analyze and share results. What do we do if they got it?
What do we do if they didn’t get it?
SET THE BAR HIGH, BUT HELP THEM
REACH IT
 Use clear standards/goals/performance expectations
 when creating,
 explaining,
 giving,
 grading assessments
 Frequent, intentional formative work
 Practice assessments, modeling, talking about the scoring
guide – these are all key steps to encouraging student
success.
 High quality feedback on formative and summative work
INTRO TO SCORING GUIDES
(SEE GOLD PACKET)
PALs rubrics from Fairfax County (p. 2)
 This was our starting point for using descriptive
standards-based rubrics department-wide
 http://www.fcps.edu/DIS/OHSICS/forlang/PALS/rubrics/
 Various levels, Speaking, Writing, Interactive Tasks
Note: The lowest grade is a 50% (not a zero)
PRESENTATIONAL WRITING RUBRIC
Hora_______ Nombre__________________________________________________________________
Language Control:
Preterite
Basic Language
Structures
Vocabulary
Comprehe
nsibility
Task Completion /
Content
Español III: Unidad 1: Vamos a acampar
Presentational Writing (X 1): Nuestra excursión a la Reserva Rockwoods
50%
53.3%
5
6
56.7%
7
Minimal
60%
63.3%
8
9
Minimal completion of the task
and/or content undeveloped.
Inadequate, inaccurate, and/or
irrelevant response.
66.7%
70%
73.3%
76.7%
12
13
10
11
Developing
Partial completion of the task; ideas
somewhat developed. Limited
response. Some information in
response may be incorrect or irrelevant.
1
Text barely comprehensible. Errors
of grammar and/or spelling may be
impossible to decipher.
1
Inadequate and/or inaccurate use of
vocabulary from the Unidad 1
vocabulary list; vocabulary may be
used inappropriately or out of
context; repetitive; possible use of
English.
1
Emerging use of
adjective/article/noun agreement.
Correct use about ½ of the time.
2
Text mostly comprehensible, requiring
interpretation on the part of the reader.
80%
83.3%
86.7%
90%
16
17
14
15
Proficient
Completion of the task; ideas
adequately developed. Includes
information about Rockwoods
Reservation experience. Response
includes all major activities and answers
the prompt.
3
Text comprehensible, requiring minimal
interpretation on the part of the reader.
2
Somewhat inadequate and/or
inaccurate use of vocabulary from the
Unidad 1 vocabulary list; few attempts
to include previously learned or less
commonly used vocabulary.
3
Adequate and accurate use of
vocabulary from the Unidad 1
vocabulary list; some attempts to
include previously learned and less
commonly used vocabulary.
2
Emerging control of
adjective/article/noun agreement.
Correct use about ¾ of the time.
3
Correct use basic language structures:
adjective/article/noun agreement.
Correct use most, but not all of the time.
2
1
May have attempted to use preterite
conjugations, but with many errors.
Correct use about ½ of the time.
1
3
Used regular and irregular verbs in the
preterite with some success.
Correct use about ¾ of the time.
Correctly used most regular and
irregular verbs in the preterite.
Correct use most, but not all of the time.
2
3
93.3%
96.7%
18
19
Advanced
100%
20
Superior completion of the task; ideas
well developed and well organized.
Creates original sentences about
Rockwoods Reservation experience.
Response includes all activities as well
as elaboration and description.
4
Text readily comprehensible, requiring
no interpretation on the part of the
reader.
4
Rich use of vocabulary from within and
beyond the Unidad 1 vocabulary list;
frequent attempts to include previously
learned and less commonly used
vocabulary.
4
Correct use of basic language
structures: adjective/article/noun
agreement.
Correct use most, but not necessarily all
of the time.
4
Correctly used a variety of regular and
irregular verbs in the preterite. May use
infinitives after prepositions.
Correct use most, but not necessarily all
of the time.
4
WHY USE 50% AS THE LOWEST GRADE?
 A grade below 50% for work that was completed involves
inappropriate mathematics. With the common grading scale
where 59 and below is an F, there are
 A=11 points (90-100)
 B=10 points (80-89)
 C=10 points (70-79)
 D=10 points (60-69)
 F=60 points (0-59)
A=11 points (90-100)
B=10 points (80-89)
C=10 points (70-79)
D=10 points (60-69)
F=10 points (50-59)
 The range for an F is six times greater than the other
grades.
 Using 50% as the lowest grade “evens things out.”
DO I HAVE TO DO MATH? (P. 1)
COMMUNICATION RUBRICS
PRESENTATIONAL COMMUNICATION
 WRITING
 SPEAKING
INTERPERSONAL COMMUNICATION
 SPOKEN
 WRITTEN
INTERPRETATIVE COMMUNICATION
 READING
 LISTENING
PRESENTATIONAL COMMUNICATION
Students present
information, concepts, and
ideas to an audience of
listeners or readers on a
variety of topics.
PRESENTATIONAL SPEAKING RUBRIC
nombre ________________________________________________________________________ hora ________
Español IV, Unidad 2 – Mi minuto muy astuto (Presentational Speaking)
50%
5
53.4%
6
56.7%
7
60%
8
63.4%
9
Content / Task
Completion
Minimal



70%
11
73.4%
12




Does not include statement (introduction or
persuasion)
Speech is unorganized and ideas are
unrelated
Little to no support of ideas
Presentatnional Skills



Comprehensibility / Fluency



Errors in pronunciation, make speech
incomprehensible
Inappropriate / inaccurate vocabulary
greatly affects comprehensibility.
Speech is halting and uneven with long
pauses or incomplete thoughts
Lacks persuasive statement
Speech lacks organization and cohesiveness
of ideas
Points may not be defined clearly or
supported by facts / opinions


1


Emerging use of basic language structures
(correct ½ the time)
Does not use targeted structures or uses
them with virtually no accuracy

1
90%
17




2
Some ideas were difficult to understand due
to pronunciation
Inaccurate or inappropriate vocabulary
makes it difficult for the audience to
understand.
Speech is choppy and/or slow with frequent
pauses
2
Control of basic language structures (correct
¾ of the time)
Attempt to use targeted structures but may
lack accuracy (attempts using future
conjugations, if clauses and/or direct object
pronouns).
2
96.7%
19
100%
20
Advanced


Ideas are logical and relevant
Uses both facts and opinions to persuade
the audience
Speaks for approximately 1 minute
Ideas are logical and relevant
Integrates facts and opinions in a very
convincing way to persuade the audience
Speaks for approximately 1 minute

Includes persuasive statement to convince
audience of point of view
Speech is well-organized and ideas cohesive
Points are defined and supported
4



Includes strong persuasive statement to
view
Speech is very well-organized and cohesive
Points are very well-defined and supported
3

Makes periodic eye contact with audience
Speaks too quietly to be understood
Rate of speech is difficult to understand
Visual support (if used) does not enhance
the presentation
93.3%
18
3







86.7%
16
2
1
Langauge Use



83.4%
15
2






Does not make eye contact with audience
Speaks at a volume too low to be
understood
Rate of speech is difficult to understand
Visuals detract from the presentation
80%
14
Proficient


Ideas are somewhat illogical and/or lack
relevance
May use only facts or only opinions to
attempt persuasion of the audience
Speech is either too short or too long
1


76.7%
13
Developing

Ideas are illogical and/or irrelevant to the
topic
Does not persuade the audience
Speech is too short or too long
1

Topic
Development
66.7%
10


4

Maintains eye contact with audience
throughout most of the presentation
Speaks at an appropriate volume to be
understood by audience
Speaks at a rate to be easily understood by
audience
Visual support (if used) enhances the
presentation



3
Communicated ideas clearly
Good pronunciation is easily understood
Good vocabulary use, appropriate and
understandable by audience
Speech shows some hesitation but speaker
manages to continue and complete
thoughts
Speaks with some pauses, but speech flows
naturally most of the time
3
Correct use of most basic structures
Evidence and control of some targeted
structures (uses future tense in if clauses to
make predictions and/or uses direct object
pronouns to communicate concisely).
3
Maintains eye contact with audience
throughout the presentation
Speaks at an appropriate volume to be
easily understood by audience
Speaks at a rate to be easily understood by
audience
Visual support (if used) enhances the
presentation
4







Communicated ideas very clearly
Accurate pronunciation enhances speech
Accurate vocabulary use, appropriate and
easy for the audience to understand
Speech shows few pauses or false starts
Speaks with ease and comfort with the
language
4
Correct use of basic structures
Evidence and control of targeted structures
(uses future tense in if clauses to make
predictions and explain consequences, uses
direct object pronouns to communicate
concisely).
4
INTERPERSONAL COMMUNICATION
Students engage in
conversations, provide and
obtain information, express
feelings and emotions, and
exchange opinions
INTERPERSONAL WRITING RUBRIC
nombre ________________________________________________________________________ hora ________
Español III, Examen Final
Interpersonal Writing – Scoring Guide
50%
4
54.1%
5
58.3%
6
62.5%
7
Minimal
Content
Engagement
Comprehensibility
66.7%
8
70.8%
9
Developing

75%
10
79.2%
11
83.3%
12
Proficient
87.5%
13
91.7%
14
95.8%
15
100%
16
Advanced
Added basic information about the  Contributions were logical and
 Contributions are logical and with
questions being discussed without
follow the stream of the
relevant comments, questions, and
moving the correspondence
correspondence.
facts.
forward.
 Contributed relevant comments,
 Contributions advanced the
questions, facts, and opinions that
correspondence.
 Some information may have been
inaccurate, off topic, or lacking in
related to the topic.
1
support.
2
3
4
 Little to no participation in the
 Participation in the
 Active participant throughout the
 Active participant throughout
correspondence.
correspondence was limited; did
correspondence.
entire correspondence.
not respond appropriately to parts
 Did not respond appropriately to
 Answers partner’s questions and
 Answers partner’s questions,
of the correspondence.
questions or attempt to sustain the
expresses opinions.
reacts to partner’s statements, and
correspondence.
expresses opinions.
 Answered some of partner’s
 Statements / questions sustain the
questions and expresses opinions.
correspondence.
 Several statements / questions
Does not sustain the
advance the correspondence.
1
correspondence.
2
3
4
Text barely comprehensible. Numerous  Text mostly comprehensible, but
 Text comprehensible, requiring
 Text readily comprehensible,
errors of grammar, mechanics, and/or
requires interpretation on the part
minimal interpretation on the part
requiring no interpretation on the
spelling make correspondence very
of the reader.
of the reader.
part of the reader.
difficult to decipher.
 Errors in vocabulary and grammar
 Errors in vocabulary and grammar
 Use of advanced vocabulary and
occasionally impede
do not impede communication.
grammatical structures enhances
communication.
communication.
 Generally includes correct spelling
and mechanics.
 Errors in spelling and/or mechanics
 Includes correct spelling and
1
impede comprehensibility.
2
3
mechanics.
4
 Emerging use of basic language
 Control of basic language
 Mostly accurate use of basic
 Precise use of basic language
structures (correct use ½ of the
structures (correct use ¾ of the
language structures.
structures.
time).
time).
 Occasional use of advanced
 Frequent use of advanced language
language structures; use is
structures; use is mostly correct.
 No correct use of advanced
 Minimal or incorrect use of
language structures.
advanced language structures.
generally correct.
1
2
3
4
Basic Structures: subject / verb agreement; adjective/article/noun agreement; present tense conjugations, reflexive verbs
Advanced Structures: imperfect, preterite, gustar, ser vs. estar vs. hay, infinitive constructions, reflexive verbs
Contributed only random thoughts /
non-relevant information.
Language Control
¿Qué planes tienes para el descanso de invierno?
INTERPERSONAL SPEAKING RUBRIC
Nombre ______________________________________________________________ Hora ________
Español III: Mini-unit - GUSTAR
Interpersonal Speaking: Scoring Guide
50%
3
55.6%
4
Below Basic
61.1%
5
Comprehensibility
Content
Contributed only random thoughts
/ non-relevant information.
1
Errors in pronunciation, vocabulary,
and/or grammatical structures
greatly affected comprehensibility.
72.2%
7
77.8%
8

Added basic information about
the questions being discussed
without moving the
conversation forward.
 Some information may have
been off- topic and/or
obviously incorrect.
2
Some ideas were difficult to
understand due to errors in
pronunciation, vocabulary, and/or
grammatical structures.


1






Spoke at least 3 times.
Actively listened throughout
the conversation.


1
2
94.4%
11
Advanced
100%
12
Contributions are logical and
with insightful comments,
questions, and relevant facts.
Contributions advance the
conversation.
4

Contributed ideas clearly with
good pronunciation and good
vocabulary use.
Grammatical errors do not
impede comprehensibility.
Was understood throughout
the conversation.
3


Spoke 2-3 times.
Partially engaged throughout
the entire conversation.
88.9%
10
Contributions are logical and
follow the stream of the
conversation.
Contributes relevant
comments, questions, and
facts that related to the
questions being discussed.
2


Limited participation in the
conversation.
Did not respond appropriately
to questions.
83.3%
9
Proficient
3



Engagement
66.7%
6
Basic
3
Communicated ideas very
clearly, with clear
pronunciation, rich and
accurate vocabulary use, and
grammatical structures that
enhanced comprehensibility.
Was easily understood
throughout conversation.
4
Spoke at least three times
making significant
contributions to the
conversation.
Active and enthusiastic listener
and participant throughout
entire conversation.
Advanced the conversation
and encouraged others to
partipate.
4
INTERPERSONAL SPEAKING SCORING SHEET
Profesora:__________________________________
Students
Hora_______
1
1
1
Content
2
3
2
3
2
3
4
4
4
Comprehensibility
1
2
3
4
1
2
3
4
1
2
3
4
1
1
1
2
2
2
3
3
3
4
4
4
1
1
1
2
2
2
3
3
3
1
1
1
2
2
2
3
3
3
4
4
4
1
1
1
2
2
2
1
1
1
2
2
2
3
3
3
4
4
4
1
1
1
1
1
1
2
2
2
3
3
3
4
4
4
1
1
1
Grupo _______
Engagement
1
2
3
4
4
4
4
1
2
3
4
3
3
3
4
4
4
1
2
3
4
2
2
2
3
3
3
4
4
4
1
2
3
4
2
2
2
3
3
3
4
4
4
1
2
3
4
INTERPRETIVE COMMUNICATION
Students understand and
interpret written and
spoken language on a
variety of topics
Hora ______ Nombre _________________________________________
Español IV, Unidad 2, la tecnología
Interpretative Communication: Reading Assessment
50%
56.3%
62.5%
68.8%
2
3
4
5
MINIMAL
DEVELOPING
INTERPRETATIVE
READING
RUBRIC
I can identify the
purpose and main
idea.
Unable to demonstrate accurate
interpretation of the purpose or main
idea of the reading selection.
I can identify
supporting details.
Unable to accurately identify
details from the reading
selections. (5 or fewer
correct)
1
Identifies accurate meaning
for one or fewer words
based on context of
selection.
1
I understand the
meaning of words
in context.
I.
75%
6
81.3%
87.5%
7
8
PROFICIENT
Demonstrates accurate interpretation
of either the purpose or the main idea
of the reading selection, but not both.
0
Accurately identifies minor
details from portions of the
reading selections. (6-7
correct)
Demonstrates accurate interpretation
of both the purpose and main idea of
the reading selection.
1
Accurately identifies minor
details from the majority of
the reading selections. (8
correct)
2
Identifies accurate meaning
for some words (2-3) based
on context of selection.
3
Identifies accurate meaning
for most words (4-5) based
on context of selection.
2
93.8%
100%
9
10
ADVANCED
2
Accurately identifies minor
details from the all or almost
all of reading selections. (910 correct)
4
Identifies accurate meaning
for all words based on
context of selection.
3
4
Supporting Information
 Identify the 8 details mentioned in the article.
 For each detail that is mentioned, write the line number(s) associated with that section of the article.
For the 2 details not mentioned, leave the line blank.
A. # ______ In many cases, the people that work in this way won’t even know the identity of others.
B. # ______ In the future, perhaps you won’t even have an office.
C. # ______ Many people are fearful of these new technologies and are fighting to keep face to face
communication a part of the daily workplace.
D. # ______ A panel of experts points out a dramatic change in the place of work as we know it.
E. # ______ In the future, we are going to redesign surfaces without touching them, interact with
documents, or create objects that then can be printed in 3D.
F. # ______ The cell phone and, in time, glasses and contact lenses will be the entry way to virtual work
spaces.
G. # _______ In addition to revolutionizing the workplace, these new technologies will give us more
opportunities to connect families, friends, and educators.
H. # ______ In place of offices, multiple surfaces in the home or in shared work centers will be covered
with digital smart paint that will project 3D avatars of colleagues.
I. # ______Due to these changes, the workforce will be much more scattered in the future.
En el 2025 no habrá que ir a la oficina
READING
TEXT
Por Agencias / noticias@laverdad.com
1
2
3
La posibilidad de trabajar con gente con la que uno nunca va a encontrarse y comunicarse con colegas
virtuales, son dos de los posibles escenarios identificados por importantes pensadores sobre cómo
evolucionarán los lugares de trabajo para 2025
Lunes, 24 Septiembre 2012 19:39
4
5
6
7
Muestreos de un panel, en el que estaban representados el Imperial College London, el Instituto de
Tecnología de Masschusetts (MIT, por sus siglas en inglés), la Universidad de Washington, otras
academias internacionales y el gobierno británico, apuntan a un cambio dramático en el lugar de
trabajo tal cual lo conocemos.
8
9
10
Olvídese de si es práctico o no traer sus dispositivos tecnológicos al trabajo. En el futuro, quizá usted
ni tenga una oficina. Según el grupo de expertos, en 2025 la tecnología nos permitirá evocar los
espacios de trabajo mediante el uso de superficies interactivas.
11
12
Teleconferencias holográficas y pruebas virtuales de los proyectos harán que los modelos de las
actuales oficinas terminen en la papelera de reciclaje.
13
14
En su lugar, múltiples superficies en el hogar, o en los centros de trabajo compartido, serán revestidas
con pintura digital "inteligente" que proyectará, con un solo toque, avatares en 3D de los colegas.
15
16
El proyecto "Recompose" del MIT ya está viendo cómo una superficie física puede cambiar en
respuesta a comandos basados en gestos.
17
18
En el futuro vamos a remodelar superficies sin tocarlas, interactuar con documentos o crear objetos
que luego pueden ser impresos en 3D.
19
Fuerza dispersa
LISTENING RUBRIC
Comprehension of Supporting
Details
INTERPRETIVE
COMMUNICATION
Interpretation of
Main Ideas
Español III—Lección Preliminar
Interpretive Communication (Listening)
Forma A
50%
58.3%
2
3
Minimal
Unable to accurately
identify main ideas in
listening selections
designed for Spanish
learners.
(3 or more errors) 1
Demonstrated
accurate
comprehension of
specific details from 3
or fewer listening
selections; some
details are incorrect.
66.7%
75%
83.3%
91.7%
100%
4
5
6
7
8
Developing
Proficient
Advanced
Accurately identified
Accurately identified
Accurately identified
some main ideas in
most main ideas in
main ideas in
listening selections
listening selections
listening selections
designed for Spanish designed for Spanish designed for Spanish
learners.
learners.
learners.
(2 errors)
2 (1 error)
3
4
Demonstrated
Demonstrated
Demonstrated
accurate
accurate
accurate
comprehension of at comprehension of at comprehension of at
least one specific
least one specific
least one specific
detail from at least 4 detail from each
detail from each
listening selections;
listening selection
listening selection
may have incorrect
and no incorrect
plus at least 3
details.
details.
additional details, no
incorrect details.
1
2
3
4
MODELO: http://www.laits.utexas.edu/spe/vid/beg05c.html
1.
2.
3.
4.
5.
http://www.laits.utexas.edu/spe/vid/int12b.html
http://www.laits.utexas.edu/spe/vid/adv13b.html
http://www.laits.utexas.edu/spe/vid/beg05ex.html
http://www.laits.utexas.edu/spe/vid/beg05a.html
http://www.laits.utexas.edu/spe/vid/adv13ex.html
A. I like sports, art, and music.
B. I like to go mountain biking.
C. I like to play the guitar.
D. I like to play soccer and tennis.
E. I like to spend time with my family on the weekends.
F. I love to travel and have lived in various Latin American
countries.
Modelo: _______
José G., México, Delicias, Chihuahua
Detalle(s): ____________________________________________________________________________
_____________________________________________________________________________________
OTHER RUBRICS
 GRAMMAR
 PRETERITE AND IMPERFECT CONJUGATIONS
 INFORMAL COMMANDS
 VOCABULARY
 COMPREHENSION
 PRODUCTION
 PRONUNCIATION
 LIFE-LONG LEARNING PROJECTS (COMMUNITIES STANDARD)
GRAMMAR RUBRIC
Hora_______ Nombre________________________________________________________
#______
Español IV – Unidad 1, El Rey León
Prueba de gramática – Los verbos en el pretérito y el imperfecto
Minimal
Developing
50%
54.2%
58.3%
4
5
6
Regular and –car, -gar, zar verbs
6 or more errors in the
conjugation of regular and –
car/-gar/-zar verbs, including
accent marks..
i y and stem-changing
verbs
5 or more errors in the
conjugation of iy and stemchanging verbs, including
accent marks.
Irregular verbs
1
8 or more errors in the
conjugation of irregular verbs.
1
Proficient
62.5%
66.7%
70.8%
75%
7
8
9
10
4-5 errors in the conjugation of
regular and –car/-gar/-zar verbs,
including accent marks.
1
5 or more errors in the
conjugation of verbs in the
imperfect, including irregulars
and accent marks.
1
Imperfect
Advanced
79.2%
83.3%
87.5%
91.7%
11
12
13
14
1-3 errors in the conjugation of
regular and –car/-gar/-zar verbs,
including accent marks.
2
3-4 errors in the conjugation of
iy and stem-changing verbs,
including accent marks.
2
15
16
All regular and –car/-gar/-zar
verbs are correctly
conjugated, including accent
marks.
3
2
3
1-2 errors in the conjugation of
verbs in the imperfect, including
irregulars and accent marks.
2
4
All iy and stem-changing
verbs are correctly
conjugated, including accent
marks.
2-4 errors in the conjugation of
irregular verbs.
3-4 errors in the conjugation of
verbs in the imperfect, including
irregulars and accent marks.
100%
3
1-2 errors in the conjugation of
iy and stem-changing verbs,
including accent marks.
5-7 errors in the conjugation of
irregular verbs.
95.8%
3
4
0-1 errors in the conjugation
of irregular verbs are correctly
conjugated.
4
0 errors in the conjugation of
verbs in the imperfect,
including irregulars and accent
marks.
4
A. Escribe las conjugaciones de estos verbos en el imperfecto
Infinitivo
1. cantar
2. comer
3. ir
4. ser
5. mentir
yo
tú
él/ella/Ud.
nosotros/as
ellos/ellas
GRAMMAR RUBRIC
VOCABULARY COMPREHENSION QUIZ RUBRIC
Hora_______ Nombre:_________________________________________________
Avancemos 2: Unidad 2, Lección 2 – Prueba de comprensión
50%
3
55.6%
4
61.1%
5
Minimal
A. Comprehension
of vocab in spoken
context
B. Comprehension
of vocab in written
context
C. Recognition of
vocab (matching)
66.7%
6
72.2%
7
Developing
77.8%
8
83.3%
9
88.9%
10
Proficient
94.4%
11
100%
12
Advanced
Does not demonstrate an
understanding of
vocabulary when spoken
in context.
(0-3 correct activities)
1
Does not demonstrate an
understanding vocabulary
in written context.
(0-5 correct choices )
Demonstrates a basic
understanding of some
vocabulary when spoken
in context.
(4 correct activities)
Demonstrates an
understanding of most
vocabulary when spoken
in context.
(5-6 correct activities)
Demonstrates a basic
understanding of some
vocabulary in written
context.
(6-7 correct choices)
Demonstrates an
understanding of most
vocabulary in written
context.
(8 correct choices)
Demonstrates advanced
understanding of all or
almost all vocabulary in
written context.
(9-10 correct choices)
1
Cannot match more than
half of body parts words
to pictures.
(0-6 correct choices)
1
2
Matches some body parts
words to pictures.
(7 correct choices)
2
3
Matches most body parts
words to pictures.
(8-9 correct choices)
3
Matches all body parts
words to pictures.
(10 correct choices)
2
Demonstrates advanced
understanding of all
vocabulary when spoken
in context.
(7 correct activities)
3
4
4
4
A. Escuchar: Listen to Diego’s routine. Put the activities in the order that you hear them. Write the letter
of the word that best completes each sentence in the blank. (TXT CD 3, Track 22)
1. Primero, _______ y _______.
2. Entonces _______.
3. Luego, _______ y _______.
4. Más tarde, _______.
5. Por fin, _______.
A.
B.
C.
D.
E.
F.
G.
se duerme
apaga la luz
se lava la cara
lee un libro
se acuesta
se seca la cara
se cepilla los dientes
B. Leer: María and her brother Javier have different opinions about routines. Circle the letter of the word
or phrase that best completes each sentence.
______3. Yo ____ antes de ir a una fiesta.
______1. Es importante ____ temprano para dormir
a. me entreno
ocho horas.
b. me maquillo
a. acostarse
c. tengo sueño
b. ponerse la ropa
c. secarse
______4.Tengo ____ nuevo para lavarme el pelo.
a. un champú
______2. Javier ____ muy tarde por la noche porque
b. un cuello
le gusta mirar la tele.
c. un peine
a. se despierta
b. se duerme
______5. Javier prefiere ponerse la ropa primero y
c. se levanta
luego ____ .
a. afeitarse
VOCABULARY COMPREHENSION QUIZ RUBRIC
Hora: ________ Nombre: _________________________________________
Avancemos 2: Comprensión de vocabulario
50%
3
A & B. Recognition
of vocab
(matching)
C. Comp of vocab
in written context
D. Comp of vocab
in spoken context
55.6%
61.1%
66.7%
72.2%
4
5
6
7
Minimal
Developing
Does not demonstrate Matches some
an ability to match
vocabulary to pictures
vocabulary to pictures and words in English.
and words in English.
(15-19 correct )
(0-14 correct )
1
2
Does not demonstrate Demonstrates a basic
an understanding of
understanding of
vocabulary in written
some vocabulary in
context.
written context.
(0-6 correct choices)
(7 correct choices)
1
2
Does not demonstrate Demonstrates a basic
an understanding of
understanding of
vocabulary in spoken
some vocabulary in
context.
spoken context.
(0-3 correct
(4-5 correct
descriptions)
descriptions)
1
2
77.8%
83.3%
88.9%
94.4%
100%
8
9
10
11
12
Proficient
Advanced
Matches most
Matches all or almost
vocabulary to pictures vocabulary to pictures
and words in English.
and words in English.
(20-22 correct)
(23-24 correct)
3
4
Demonstrates an
Demonstrates
understanding of most advanced
vocabulary in written
understanding of all or
context.
almost all vocabulary
(8 correct choices)
in written context.
(9-10 correct choices)
3
4
Demonstrates an
Demonstrates
understanding of most advanced
vocabulary in spoken
understanding of all or
context.
almost all vocabulary
(6 correct
in spoken context.
descriptions)
(7-8 correct
3 descriptions)
4
A. Matching: Match the image to the Spanish word
_____1.alto
_____2.desorganizado
_____3.dormir
A
B
C
D
_____4.el centro comercial
_____5.el estadio
_____6.el jugador
_____7.el pollo
E
F
G
H
_____8.estar enfermo
_____9.leer un libro
_____10.comprar ropa
_____11.el equipo
I
J
K
L
_____12.tener miedo
VOCABULARY PRODUCTION QUIZ RUBRIC
Hora______ Nombre______________________________________________ #_______
Español III, Unidad 5: Mi Hogar – Prueba de aplicación
dryer
entrance
garage
rooms
Linguistic Competence:
Vocabulary Production
Contesta la pregunta usando por lo menos 7 palabras o frases del recuadro.
Minimal -1
Developing - 2
basement
clean
messed up
Presentational:
Writing
stairs
50%
3
55.6%
4
61.1%
5
66.7%
6
72.2%
7
Proficient - 3
77.8%
83.3%
8
9
Vocabulary Production: Correct spelling (including diacritical marks) of 7 or more words from
word box
≤3 / 4 / 5-6 / 7
Vocabulary Use: Appropriate use of 7 or more words from box: meaning, grammar (conjugations,
agreement, word order)
≤3 / 4 / 5-6 / 7
Más Vocabulario: Correct spelling (including diacritical marks) of words from the “Más
vocabulario”
≤7 / 8-10 / 11-13 / 14-15
50%
3
Minimal -1
55.6%
4
61.1%
5
Developing - 2
66.7%
72.2%
6
7
Content: Length, variety, & organization of ideas
Language Use: Accuracy & complexity of grammar & vocabulary
Comprehensibility: Ease of interpretation
Proficient - 3
77.8%
83.3%
8
9
Advanced - 4
94.4%
100%
11
12
88.9%
10
1
2
3
4
1
2
3
4
1
2
3
4
Advanced - 4
94.4%
100%
11
12
88.9%
10
1
1
1
2
2
2
3
3
3
4
4
4
A. Compara tu hogar con el piso español en la parte B.
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
VOCABULARY PRODUCTION QUIZ RUBRIC
B. Más Vocabulario: Label at least 15 nouns in Spanish. Include definite articles (el, la, los, las).
Rooms
Furniture and other elements
Furniture and other elements
A. ______________________________
1. ______________________________
8. ______________________________
B. el pasillo ______________________
2. ______________________________
9. ______________________________
C. la lavandería / el patio___________
3. ______________________________
10. ______________________________
D. ______________________________
4. ______________________________
11. ______________________________
E. ______________________________
5. ______________________________
12. ______________________________
F. ______________________________
6. ______________________________
13. ______________________________
7. ______________________________
14. ______________________________
3
2
A
6
4
1
5
B
F
11
D
14
C
13
12
9
7
10
E
8
VOCABULARY PRODUCTION QUIZ RUBRIC
Scoring Guide: Vocabulary Production Quizzes
Vocabulary Production: Linguistic and Cultural Competence
50%
55.6%
61.1%
66.7%
72.2%
77.8%
83.3%
88.9%
94.4%
100%
3
4
5
6
7
8
9
10
11
12
Minimal
Unit Vocabulary (used in
paragraph response)
Spelling (including diacritical
marks)

Unit Vocabulary
(used in paragraph response)
Application – Meaning &
Grammar (conjugations,
agreement, word order)

Más Vocabulario
(Extra Word Bank)




Developing

Incorrect spelling of most
targeted unit vocabulary
3 or fewer targeted word spelled
correctly
1
Incorrect use of most targeted
unit vocabulary
3 or fewer targeted word
applied correctly in context with
correct grammatical structures
1
Incorrect spelling of most unit
vocabulary
7 or fewer targeted words
spelled correctly
1





Proficiency

Can correctly spell some
targeted unit vocabulary
4 targeted words spelled
correctly

2
Can correctly use some targeted
unit vocabulary
4 targeted words applied
correctly in context with correct
grammatical structures
2
Can correctly spell some unit
vocabulary
8 – 10 targeted words spelled
correctly
2




Advanced

Can correctly spell most targeted
unit vocabulary
5 – 6 targeted words spelled
correctly
3
Can correctly use most targeted
unit vocabulary
5 – 6 targeted words applied
correctly in context with correct
grammatical structures
3
Can correctly spell most unit
vocabulary
11 – 13 targeted words spelled
correctly
3





Mastery of spelling of targeted
unit vocabulary
7 – 8 targeted words spelled
correctly, including all or almost
all diacritical marks
4
Mastery of use of all or almost
all targeted unit vocabulary
7 – 8 targeted words applied
correctly in context with correct
grammatical structures
4
Mastery of spelling of unit
vocabulary
14 – 15 targeted words spelled
correctly, including all or almost
all diacritical marks
4
Presentational Writing: Presentational Communication
50%
55.6%
61.1%
66.7%
72.2%
77.8%
83.3%
88.9%
94.4%
100%
3
4
5
6
7
8
9
10
11
12
Minimal
Content
(Length, Variety, and
Organizational of Ideas)


Developing


Inadequate, inaccurate, and/or
irrelevant response.
Poorly organized.

Proficiency

Limited response.
Some information in responses
may be incorrect or irrelevant.
Organization lacking

Advanced
Appropriate response to prompt
that provides correct and
relevant information.
Organized response.



1
Language Use
(Accuracy and complexity of
grammar and vocabulary*)
* Refers to untargeted
vocabulary used in paragraph
Comprehensibility
(Ease of comprehensibility)
Significant errors in basic
grammatical structures and/or
vocabulary, (including spelling) inhibit
communication.
1
Large portions of responses are very
difficult to understand and must be
interpreted by the reader.
1
2
Errors in basic grammatical structures
and/or vocabulary, (including
spelling) somewhat inhibit
communication.
2
3
Few errors in grammatical structures
and/or vocabulary (including spelling)
do not inhibit communication.
Responses are understood with some
interpretation by the reader.
Responses are understood with
minimal interpretation by the reader.
2
3


3
Substantial response to prompt
that provides correct and
relevant information with
elaboration.
Ideas are well organized and
logical.
Introduction and conclusion
present if appropriate.
4
No or only minor errors in
grammatical structures and/or
vocabulary (including spelling).
Incorporated advanced
grammatical structures.
4
Responses are easily understood.
Reader does not have to “interpret”
meaning.
4
Hora_____ Nombre_________________________________________________________________ #______
65%
7
70%
8
75%
9
DEVELOPING
Dominated by native language;
numerous errors occur in
pronunciation of single vowel
sounds and diphthongs affect
comprehensibility.
1
Influenced by native language;
Several errors in pronunciation
of single vowel sounds and
diphthongs.
Dominated by native language;
numerous errors occur in
pronunciation of consonant
sounds affect
comprehensibility.
1
Influenced by native language;
Several errors in pronunciation
of consonant sounds.
Many words with written
accent marks said with
incorrect stress. Rarely
stresses the correct syllables.
Some words with written
accent marks said with
incorrect stress. Occasionally
stresses the correct syllables.
Exactitud
(accuracy)
MINIMAL
Pronunciación:
vocales
60%
6
Pronunciación:
consonantes
55%
5
Acentos
50%
4
Fluidez y
enlaces
PRONUNCIATION
Español IV – Los latinos en los EE.UU.
PRUEBA: Pronunciación de Vocabulario
80%
10
85%
11
90%
12
PROFICIENT
Approximates native speech;
Clearly pronounces all single
vowel sounds and diphthongs
correctly.
3
Mostly correct; Some minor
errors in pronunciation of
consonant sounds.
2
4
Approximates native speech;
Clearly pronounces all
consonant sounds correctly.
3
Most words said with proper
stress. Usually stresses the
correct syllables.
1
2
One or more words pronounced, although they may have been
comprehensible, were not the words printed on the paper.
100%
14
ADVANCED
Mostly correct; Some minor
errors in pronunciation of
single vowel sounds and
diphthongs.
2
95%
13
4
All words said with proper
stress. Always stresses the
correct syllables.
3
All words pronounced were the words printed on the paper.
1
Most words are said in isolation
and sentences are generally
fragmented.
1
Many words are said in
isolation and sentences are
fragmented.
2
4
2
Most words connect in a logical
way and most sentences flow
with a natural rhythm.
3
Words connect in a logical way;
sentences flow with a natural
rhythm.
4
PRUEBA:
1. Mucha gente suele creer que la mayoría de latinos son indocumentados, pero la verdad
es que la mayoría son ciudadanos estadounidenses nacidos en este país.
2. Algunos adolescentes de la segunda generación enfrentan desafíos como el abuso de
alcohol o drogas, el suicidio, el embarazo adolescente, y la desesperanza.
3. A la vez, la buena noticia es que muchos jóvenes de la segunda generación se ajustan a
la nueva cultura y mantienen lazos con su cultura de origen.
4. Hay muchos latinos que han obtenido logros y están orgullosos de sus raíces latinas.
Hora_______ Nombre_____________________________________________________________ #_______
Lifelong Learning Project: Spanish II-AP
CCO V: Communities – Lifelong Learning
Percentage score will be weighted 50% (equivalent to 50
points) in the Linguistic and Cultural Competence category.
LIFE-LONG
LEARNING
PROJECTS
(COMMUNITIES
STANDARD)
5
50%
Project Topic and
Activity
Accuracy of
information
provided
Evidence
Personal Reflection
/ Life-Long Learning
6
7
8
53.6 57.2 60.7
Below Basic
Topic and activity are
inappropriate and/or
insubstantial. Provides
very limited
opportunities for
language and/or
cultural learning.
1
Information provided
may be inaccurate,
irrelevant, and/or
vague.
9
64.3
10
11
12
13
14
15
16
17
18
19
67.9 71.4
75
78.6 82.2 85.7 89.3 92.9 96.4 100
Basic
Proficient
Advanced
Topic and activity are
Topic and activity are
Topic and activity are
somewhat
appropriate and
clearly appropriate and
inappropriate and/or
substantial. Provides
substantial. Provides
insubstantial. Provides
adequate opportunities rich opportunities for
limited opportunities
for language and/or
language and/or
for language and/or
cultural learning.
cultural learning.
cultural learning.
2
3
4
Some information
Most information
All information
provided may be
provided is accurate,
provided is accurate,
inaccurate, irrelevant,
relevant, and specific.
relevant, and specific.
and/or vague.
Research and written
summary reflect an
accurate understanding
1
2
3 of the topic.
4
Evidence weak or not provided.
Evidence may be somewhat
Clear and appropriate evidence
Details in written summary do
unclear or vague. May have
provided with initial submission
not provide convincing evidence been provided late or after
of project. Details in written
that project was completed as
teacher reminder. Details in
summary are substantial and
stated.
written summary suggest project make it clear that project was
was completed as stated.
completed as stated.
1
2
3
No personal reflection
No or little personal
Personal reflection
In-depth personal
about learning
reflection about
demonstrates what was reflection demonstrates
demonstrated; limited
learning demonstrated. learned through the
what was learned
summary of the
Provides a statement of experience.
through the experience
experience.
facts or a basic
AND describes how the
summary of the
experience has
experience.
enriched your life,
changed your life, or
changed your way of
2
4
6 thinking.
8
Comentario:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
VIDEO PROJECT RUBRIC
nombre ________________________________________________________________________ hora ________
Español III, Unidad 5: Mi Hogar
Task Completion,
Content, Vocabulary
Awareness of
Audience’s
Culture
50%
4
54.1%
5
Presentational Speaking: Proyecto: Mi hogar – Scoring Guide
58.3%
6
62.5%
7
75%
10
79.2%
11
83.3%
12
87.5%
13
91.7%
14
95.8%
15
100%
16
Minimal
Developing
Proficient
Advanced
Demonstrates a partial awareness of
audience’s culture by highlighting few
cultural products and/or practices that
differ between the Spanish-speaking
country and the U.S.
2
 Completes most task requirements
to produce and narrate
presentation.
 Describes rooms in home.
 Inadequate and/or inappropriate
use of vocabulary from the list.
Demonstrates an awareness of
audience’s culture by highlighting some
cultural products and practices that
differ between the Spanish-speaking
country and the U.S.
3
 Completes task requirements to
produce and narrate presentation.
 In addition to describing rooms in
home, explained some basic
activities that are done in most
rooms.
 Adequate and appropriate use of
vocabulary from the list.
Demonstrates an advanced awareness
of audience’s culture by highlighting a
variety of cultural products and
practices that differ between the
Spanish-speaking country and the U.S.
1
Presentational Skills,
Fluency , Voice Quality
70.8%
9
Does not demonstrate an awareness of
audience’s culture. Highlights very few
or no cultural products and/or
practices that differ between the
Spanish-speaking country and the U.S.
1
 Does not complete task
requirements.
 Inadequate description of rooms in
home.
 Minimal use of vocabulary from
the list.

Comprehensibility
66.7%
8






Very poorly produced
presentation.
Speech is choppy; does not flow.
Voice quality is unclear and poor.
Narration sounds as if it’s being
read.
Poor use of technology (if used);
audio may be very difficult or
impossible to hear and may not
match video / pictures.



1
Poor pronunciation often impedes
communication.
Significant errors in vocabulary
and/or grammar use often
impedes communication.
1


2
Inadequately produced
presentation.
Speech shows some hesitation or
pauses with effect speech flow.
Voice quality is sometimes unclear.
Narration sometimes sounds as if
it’s being read.
Inadequate use of technology (if
used); audio may be difficult to
hear and may not match video /
pictures well.
2
Pronunciation of some words
impedes communication.
Errors in vocabulary and/or
grammar use somewhat impede
communication.
2






3
Well produced presentation.
Speech may show minor hesitation
or pauses, but flows naturally most
of the time.
Voice quality is generally clear.
Narration rarely sounds as if it’s
being read.
Adequate use of technology (if
used); audio can be heard and
usually matches video / pictures.
3
Good pronunciation is easily
understood; minor errors do not
impede communication.
Good vocabulary and grammar
use; appropriate and
understandable by audience;
minor errors do not impede
communication.
3









4
Goes beyond minimum
requirements to produce and
narrate presentation.
In addition to describing rooms in
home, explained with elaboration
what activities are done in each
one.
Rich and accurate use of
vocabulary from within and
beyond the vocabulary list.
4
Creative, engaging, and originally
produced presentation.
Speech flows naturally.
Voice quality is clear and
professional; speaks with ease and
comfort. Narration does not
sound as if it’s being read.
Superior use of technology (if
used); audio can be clearly heard
and matches video / pictures.
4
Accurate pronunciation enhances
communication.
Accurate vocabulary and grammar
use; appropriate and easy for the
audience to understand.
4
Comments from our students…
WHAT DO STUDENTS THINK OF
STANDARD-BASED GRADING AND
REPORTING?
WHAT IS YOUR TAKE-AWAY?
WHERE DO YOU GO FROM HERE?
WITH WHOM WILL YOU DISCUSS THESE
IDEAS?
NEXT STEPS
Three stations – you choose what you want to work on
 Create a scoring guide for a textbook assessment + write
your own vocabulary production / grammar quiz with a
scoring guide
 Explore technology tricks for creating tables and practice
using the mathematical formula for scoring guides with a
lowest grade of 50%.
 Use a blank Unit Plan to explore how you are meeting the
National Standards for Foreign Language Learning in a unit
you teach.
MAKING STANDARDS BASED
GRADING WORK IN YOUR WORLD
LANGUAGE CLASSROOM
Jenni Highfill highfilljenni@rockwood.k12.mo.us
Kim Lackey lackeykimberly@rockwood.k12.mo.us
Denise Pahl pahldenise@rockwood.k12.mo.us
Eureka High School, Rockwood School District
All presentation materials available at
http://eurekaworldlanguage.wikispaces.com/