Assessment+and+Evaluation

Assessment/Evaluation


 * Objective ** : SWBAT describe their first day of high school and give recommendations for the new students coming to high school next year:


 * Assessment technique :** Over the first two readings, you will have learned about relationships with friends at school. You will prepare a speaking assessment where you will create a transition guide for the 8th graders coming to the high school next year. Think of the following questions:

What was your first day of school like? How did you feel? Did you know many students? What recommendations can you give to the new students:

You can create any multi-media presentation or a poster with collages on it to present to the class on __. You should incorporate the use of the past tenses as well as use of the subjunctive with recommendations and hopes/wishes. Do not write full sentences on your presentations! Use illustrations to help you bring across your message.

Rubric:

Your back was NEVER to your audience || Some use of eye contact. Your back was to the audience with the exception of three or four instances when you made eye contact. || Little use of eye contact Your back was to the audience all of the time except for one or two instances when you made eye contact. || You didn't use eye contact. Your back was to the audience the entire time you presented. || The Student is completely prepared and has obviously rehearsed. The presenter can add additional information and/use complex grammar points with minimal error. || Presentation has a clear, logical order throughout. Student/group is completely prepared and has obviously rehearsed. || Presentation order is mostly clear. Student/group seems mostly prepared. Few pauses are needed. || Presentation has little or no clear order is evident. The student does not seem prepared to present at all. Frequent pauses between lines. ||
 * || Excelente || Good || Fair || Poor ||
 * Content || Speaker correctly uses grammar vocabulary throughout the presentation, uses the past tenses as well as the present tense and the subjunctive mood. || Speaker almost always correctly uses vocabulary and grammar correctly, uses at least 3 different tenses correctly. || The presentations has at least 3 tenses, but there are major grammar mistakes in simple sentences. || Presentation has numerous grammar use or vocabulary errors, uses 2 tenses only ||
 * Pronunciation || Clear and concise, fluent (fewer than 5 errors) || Minor (5 or more)errors in enunciation, fluen || Major errors (8 or more) in enunciation, some effort in articulation in target language || Little or no effort made to enunciate and articulate in target language ||
 * Volume || East to hear || Heard you most of the time || Hart to hear occasionally || Could not hear you ||
 * Eye Contact || Good eye contact.
 * Organization || Presentation has a clear, logical order throughout.


 * Objective ** : SWBAT create a youth oriented magazine

The students can create a magazine that they could sell in stores, or create an online version of their magazine.
 * Assessment technique: ** The students will create in their groups youth oriented magazine generated around the lives of students 15-17 years old. They will work in groups of 4 to create their magazine each having to write an article pertaining to what they are interested in.

Process: 1.The students will have to create a topic that is important to them in and in their surroundings. 2. To investigate, the students will make a questionnaire that they will use to make their research. 3. The students will have to then write a letter to the editor of their newspaper asking them to submit an article on their topic. 4. The students will receive the following prompt: What is it necessary to include your topic in the magazine? Can you reflect a time when you were in this situation? The students will call my googlevoice number and leave their message for me. 5. Write their magazine. The students will create a magazine that they could sell in the store. The students should have a name for the magazine as well as headings for each article.

Both of these assessments will focus on the grammar, vocabulary and the reading them for the first unit. The students will demonstrate their knowledge of the vocabulary and grammar by formative assessments that may or may not count and this will be their final two grades for the first unit.

Rubric:

15-14 || Meets Expectations 13-12 || Attempted 11-10 || Doesn’t Meet Expectations 9-0 || Comments & Subtotals ||
 * || Advanced Proficient
 * Final product || Exceeds expectations and requirements. || Meets all expectations and requirements. || Meets some expectations and requirements. || Few expectations and requirements met. || x 2= 30 pts ||
 * || Very few, if any errors while using major grammar points || Some errors that do not interfere with meaning. || Numerous errors. || Errors distract from product. ||  ||
 * || Is well crafted. Includes an introduction, a body and a conclusion || Successfully incorporates all the major themes and written using professional language. || Attempts a professional style/ themes don’t relate to topic || Lacks attention o detail, Missing details ||  ||
 * Email || Asks appropriate questions that are necessary to giving information :

Concepts learned in chapter are used accurately.

A native speaker would understand the email without any problems || Mostly asks appropriate questions; Concepts learned in chapter are used accurately most of the time

A native speaker would have little problems understanding you. || Questions are rather generic, research was not used in the email; concepts were used minimally in the email.

A sympathetic speaker would have a hard time understanding your email. || Concepts from the chapter were not used.

A sympathetic speaker would have little understanding of what you are trying to say. ||  || Articulation and pronunciation without L1 interference
 * Google Voice || Captures the main ides of the presentation and includes a beginning, middle and end.

Uses accurate vocabulary/content when making the phone call. || Mostly accurate but may not demonstrate depth and scope of information. There is some L1 interference when speaking

There is a good use of structure of the concepts necessary. || Listener does not understand much of what is being said. The main idea isn’t very well organized

Articulation and/or pronunciation is interfered by L1

Uses the same verb twice, does not use adequate vocabulary. || Marred by considerable inaccuracies;

merely summarizes. Doesn’t use adequate vocabulary ||  ||
 * Process || Met all deadlines and used time well. || Met all deadlines and used time inconsistently. || Met most deadlines and inconsistently used time. || Missed most deadlines. Off task and a distraction. ||  ||
 * || Completed all of the necessary requirements and made corrections when prompted || Completed all tasks and made most of the corrections || Completed tasks but did not accurately fix the errors. || Inappropriate or no contributions. Missing information/not fixing errors in document. ||  ||
 * Linkage of Data and reading || Student reflects a deep understanding and analysis of the environmental issues || Student reflects an understanding and analysis of the environmental issues. || Student reflects a basic understanding of the environmental issues || Student does not reflect an understanding and analysis of the environmental issues ||  ||
 * Linkage of Data and reading || Student reflects a deep understanding and analysis of the environmental issues || Student reflects an understanding and analysis of the environmental issues. || Student reflects a basic understanding of the environmental issues || Student does not reflect an understanding and analysis of the environmental issues ||  ||

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