Spanish 1 Consistency Project
Workshop 2
April 17, 2015
El Camino College-Main Campus
Spanish 1 SLO Assessment Results Spring 2014
SLO Number and Description
Acceptable
Unacceptable
SLO 1- Converse in and comprehend Spanish using present
tense, simple past tense, and “ir + a + infinitive” construction,
about everyday topics, such as introductions and descriptions
about themselves and others within the limits of vocabulary
appropriate to beginning Spanish 1.
(236 students evaluated)
(236 student evaluated)
217 (92%)
19
SLO 2- Read and comprehend short paragraphs in Spanish on
topics such as places in the city, daily routines, fields of study,
pastimes, vacations, and likes and dislikes.
(233 students evaluated)
(233 students evaluated)
212 (91%)
21
SLO 3- Write a 5 to 10 sentence paragraph in Spanish about
themselves and everyday topics such as leisurely activities
and academic life using the present tense, simple past tense,
and “ir + a + infinitive” construction.
(234 students evaluated)
(234 students evaluated)
203 (87%)
31
SLO 4- Demonstrate basic awareness of Hispanic culture, such
as values, customs, surname system, meals, etc.
(236 students evaluated)
(236 students evaluated)
210 (89%)
26
El Camino College Compton Center
Spanish 1 SLO Assessment Results Spring 2014
SLO Number and Description
Acceptable
Unacceptable
SLO 1- Converse in and comprehend Spanish using present
tense, simple past tense, and “ir + a + infinitive” construction,
about everyday topics, such as introductions and descriptions
about themselves and others within the limits of vocabulary
appropriate to beginning Spanish 1.
(100 students evaluated)
(100 student evaluated)
80%
20%
SLO 2- Read and comprehend short paragraphs in Spanish on
topics such as places in the city, daily routines, fields of study,
pastimes, vacations, and likes and dislikes.
(100 students evaluated)
(100 students evaluated)
64%
36%
SLO 3- Write a 5 to 10 sentence paragraph in Spanish about
themselves and everyday topics such as leisurely activities
and academic life using the present tense, simple past tense,
and “ir + a + infinitive” construction.
(100 students evaluated)
(100 students evaluated)
67%
33%
SLO 4- Demonstrate basic awareness of Hispanic culture, such
as values, customs, surname system, meals, etc.
(100 students evaluated)
100%
(100 students evaluated)
0
1. Approximate percentages we usually spend/allocate in teaching each of the
following components per Panorama lesson
1f. Culture
12%
1a. Vocabulary
17%
1e. Reading
11%
1a. Vocabulary
1b. Grammar
1c. Writing
1d.
Speaking/Listen
ing
17%
1c. Writing
16%
1b. Grammar
27%
1d. Speaking/Listening
1e. Reading
1f. Culture
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.
The Three Modes of Communication,
Skills, & Standards Combined
ACTFL Proficiency Guidelines 2012
Spring 2015.
Spanish 1: Final Essay Rubric (SLO # 3)
Exceeds
Expectations
4 pts.
Comprehensibility
How well does the
audience understand
him/her?
Vocabulary Use
How extensive and
applicable is his/her
vocabulary?
Language Control
How accurate are
his/her grammatical
structures?
Communication
Strategies
How well does he/she
respond to the
prompt?
Mechanics
How accurately does
he/she use correct
spelling, capitalization,
and punctuation?
Meets Expectations
3 pts.
Approaches
Expectations
2 pts.
Below Expectations
1 pt.
 He/she can be
easily understood.
 The message is
clear.
 He/she can be
understood.
 The message is
mostly clear.
 He/she can be
somewhat
understood.
 The message is
partially clear.
 He/she can be
understood only with
great effort.
 The message is not
clear.
 Consistently uses
extensive
vocabulary to
complete the task.
 Uses adequate
vocabulary to
complete the task.
 Uses limited
and/or
repetitive
vocabulary.
 Uses extremely
limited and/or
repetitive vocabulary.
 His/her native
language interferes.
 Correctly uses
present, preterite
and future plan
grammatical
structures
appropriate to the
task most of the
time.
 Errors do not
interfere.
 Responds fully and
appropriately to all
or almost all parts
of the prompt.
 His/her response is
well-organized and
relevant.
 Uses present,
preterite, future
plan grammatical
structures
appropriate to the
task some of the
time.
 Errors occasionally
interfere.
 Uses two of
the
grammatical
structures
appropriate to
the task.
 Errors
frequently
interfere.
 Uses one grammatical
structure appropriate
to the task.
 Errors usually
interfere.
 Responds
adequately to most
parts of the
prompt.
 His/her response is
generally organized
and/or relevant.
 Responds
inadequately to
some parts of
the prompt.
 His/her
response is
somewhat
organized
and/or
relevant.
 Responds
inadequately to most
parts of the prompt.
 His/her response is
disorganized and/or
irrelevant.
 Makes no or almost
no errors in
spelling,
capitalization, and
punctuation.
 Makes occasional
errors in spelling,
capitalization, and
punctuation.
 Makes frequent
errors in
spelling,
capitalization,
and
punctuation.
 Makes little or no
attempt to use correct
spelling, capitalization,
and punctuation.
Total points _____/20
UNACCEPTABLE (Score 1-13) (F & D)
SLO ASSESSMENT 3: Interpersonal Writing
ACCEPTABLE (Score 14-20) (C, B, & A)
Points
Spring 2015.
SPANISH 1: Final Oral Rubric (SLO# 1)
Exceeds Expectations
4pts.
COMPLETE
CONTENT
COMPREHENSION
COMPREHENSIBILITY
FLUENCY
Meets Expectations
3 pts
Below Expectations
1 pt.
Speaker uses the
grammar and
vocabulary necessary
to
communicate effective
ly within the topic
Speaker usually
uses the grammar and
vocabulary necessary to
communicate effectively
within the topic
SOMEWHAT
COMPLETE
Speaker sometimes
uses the grammar and
vocabulary necessary
to communicate
effectively within the
topic.
TOTAL
COMPREHENSION
GENERAL
COMPREHENSION
MODERATE
COMPREHENSION
LITTLE
COMPREHENSION
Speaker understands
what other group
members/teacher says
to him or her and can
respond
appropriately.
Speaker understands
most of what other
group members/teacher
say to him or her and
can respond
appropriately
Speaker understands
some of what other
group
members/teacher say
to him or her and can
respond
appropriately.
Speaker
understands little or
none of what other
group
members/teacher
say to him or her
and can respond
appropriately
COMPREHENSIBLE
USUALLY
COMPREHENSIBLE
SOMETIMES
COMPREHENSIBLE
SELDOM
COMPREHENSIBL
E
Listener can understand
most of what the
speaker says but may
need to make a few
inferences
Listener can
understand less than
half of what the
speaker says and must
make many inferences
MODERATELY
FLUENT
Speaker hesitates or
needs prompting with
pronunciation,
intonation, and/or
content.
It is sometimes difficult
to hear the speaker.
SOMEWHAT
FLUENT
Speaker frequently
hesitates and needs a
lot of prompting.
It is often difficult to
hear the speaker
Listener can easily
understand
all of what the speaker
says
FLUENT
Speaker speaks clearly
without
hesitation. Pronuncia
tion and intonation
sound natural.
Speaker doesn’t need
prompting
GENERALLY
COMPLETE
Approaches
Expectations
2pts
INCOMPLETE
Speaker does not
use the grammar
and vocabulary
necessary to
communicate
effectively within
the topic.
Listener does not
understand what
the speaker says.
NOT FLUENT
Speaker is not
prepared and needs
constant prompting.
The speaker cannot
be heard.
Total points _____/16
UNACCEPTABLE
(Score 1-10) (D & F)
SLO ASSESSMENT 1: Interpersonal Oral
ACCEPTABLE
(Score 11-16)
(C, B, & A)
Points
Improving Retention Rate
•
•
•
•
•
•
•
Recommend the First Year Experience Program
Make students complete an information card the first day of class
Cultivate relationship
Make learning relevant and entertaining to promote motivation
Provide lesson checklists to guide them
Pair or group students with Spanish speakers or advanced students
Make up absences by making them work on missed topics at the
FLL H114
• Pay attention to warning signs and implement an early alert,
assessment system: more than two absences, missing work, etc.
• Change textbook for another that could be used for three
semesters. The advantages: save money, convenience, familiarity
with methodology, same online code for 3 years: Span 1, 2, 3
ACTL PROFICIENCY GUIDELINES
• Guidelines & Samples Posted by ACTL.
http://www.actfl.org/publications/guidelinesand-manuals/actfl-proficiency-guidelines2012/spanish