ELEMENTARY SPANISH 2
INTERMEDIATE SPANISH 1
CONSISTENCY PROJECT
El Camino College
Fall 2015
Workshop 2: November 13, 2015

Information about solved and unsolved issues: textbook voucher, grace period,
native courses video, meeting with counselors, etc.

Establishing the performance/proficiency level for Span 2 & 3 learners.

Establishing assessment tools and grading criteria for Spanish 2 & 3 SLO.

Agreeing on the Spanish 2 & 3 comprehensive final exam distribution of components:
final exam templates

Application of grading criteria and rubrics with students’ samples: assessing the SLO.
AGENDA
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PROFICIENCY:
TO COMMUNICATE MEANINGFUL INFORMATION IN SPONTANEOUS
COMMUNICATIONS WITH NATIVE SPEAKERS
DOES NOT MEAN PERFECTION
PERFORMANCE
TO COMMUNICATE MEANINGFUL INFORMATION IN PRACTICED, REHEARSED,
AND FAMILIAR CONTEXTS
CONNECTED TO A SPECIFIC CURRICULUM
DIFFERENCE BETWEEN PROFICIENCY & PERFORMANCE
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Performance rubrics could be used to assess students
throughout the year. E.g. End of chapter summative test.
Proficiency rubrics could be used three times a year (SLO
pre-test, mid term test, SLO post test.)
ECC: We are using proficiency rubrics at the end of the
semester for SLO evaluation.
TWO TYPES OF RUBRICS
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ORAL PROFICIENCY INTERVIEW DESCRIPTORS
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
Spanish 1: Novice High (Meets Expectations) to Intermediate-Low
(Exceeds Expectations)

Spanish 2: Intermediate- Low (Meets Expectations) to
Intermediate-Mid (Exceeds Expectations)

Spanish 3: Intermediate- Mid (Meets Expectations) to
Intermediate-High (Exceeds Expectations)
TARGETED SPANISH PROFICIENCY LEVELS
BY ECC & RECIPIENT SENIOR COLLEGES
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NATIONAL STANDARDS FOR FOREIGN LANGUAGE
EDUCATION
THE FIVE “C” GOAL AREAS (COMMUNICATION, CULTURES,
CONNECTIONS, COMPARISONS, AND COMMUNITIES) STRESS THE
APPLICATION OF LEARNING A LANGUAGE BEYOND THE INSTRUCTIONAL
SETTING. THE GOAL IS TO PREPARE LEARNERS TO APPLY THE SKILLS AND
UNDERSTANDINGS MEASURED BY THE STANDARDS, TO BRING A GLOBAL
COMPETENCE TO THEIR FUTURE CAREERS AND EXPERIENCES.
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The Three Modes of
Communication
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
Exchange information via letters, e-mails, video mail, notes,
conversations or interviews on familiar topics

Express and compare opinions and preferences about
information gathered regarding events, experiences, etc.

Clarify meaning: para phrasing, questioning.

Give and follow directions, instructions and requests.

Demonstrate the ability to acquire goods, services or information.
INTERPERSONAL EXAMPLES
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Reading and listening include comprehension as well as the
cultural interpretation of texts, the ability to “read (or listen)
between the lines.”

Follow directions, instructions and request: recipes, travel
directions, dance steps, installing software, etc.

Use listening and reading strategies (skimming and scanning
techniques) to determine main idea and purpose.
INTERPRETATIVE EXAMPLES
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Summarize information from authentic language materials and artifacts.
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Use information acquired from target language sources to solve everyday problems and
situations: using a newspaper to make plans to see a movie, etc.

Create and present narrative: current events, personal experiences, etc.

Present differences in products and practices found in the target language.
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Prepare and deliver a summary of characters and plot in selected pieces of literature.

Apply age-appropriate writing process strategies: prewriting, drafting, revising, editing,
publishing
PRESENTATIONAL SAMPLES
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
Spanish 2 Tools & Rubrics: (see copies)
-Tools are in compliance with Vistas (lessons 7-12) and rubrics follow the three
modes of communication with the same targeted levels of recipient colleges

Spanish 3 Tools & Rubrics: (see copies)
-Tools are in compliance with Vistas (lessons 13-18) and rubrics follow the three
modes of communication with the same targeted levels of recipient colleges

Possible recommendation to Spanish 3 content: more reading material could be
added as a complement to Vistas Textbook making the course more challenging.
ASSESSMENT TOOLS AND GRADING CRITERIA
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
All percentages are approximate based on Span 2 and 3 Course
Outlines of Records (see copies)

Sections to be included in any final exam are:
-Span 2: Vocabulary, Grammar, Cultural/Reading Combined,
Listening, Oral, and Writing
-Span 3:Vocabulary, Grammar, Reading, Listening, Oral, and
Writing
SPAN 2 & 3 FINAL EXAM TEMPLATES
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