Sample Assessment

This is an example of the type of assessment I might use in my class to evaluate student learning along with the required materials/teacher instructions and guide for grading.

Spanish 1 Final Assessment

Instruction Sheet

(General instructions for all assessments)

Use your own sheet of paper to record your answers.  Label each section of your answer sheet with the capitalized headings below and number accordingly.

Objective 1: Comprehend spoken Spanish. (LISTENING)

Number your paper #1-5.  Listen to the story.  Then write the numbers that correspond with the story in the order they happened.  Not all of the pictures will be used.  You will hear the story twice: The first time will be slow, while the second will be normal speed.

Objective 2: Comprehend written Spanish. (READING)

Number your paper #1-5.  Read the story.  Then write the numbers that correspond with the story in the order they happened.  Not all of the pictures will be used.

Objective 3: Write 100 words of Comprehensible Spanish within 10 minutes. (WRITING)

Prepare yourself for the writing assessment by brainstorming a story you could write about.  It can be about anything you’d like as long as it is school-appropriate.  Add as many details as possible and be sure it is comprehensible.   When you are told to “go” begin writing a story.  When the timer goes off, write an “X” after your last word.  Count the number of words you’ve written, and then write the total at the top of the paper and circle it. Though your goal is to write 100 words by the end of 10 minutes, I encourage you to go beyond this goal and show me your very best writing.  I recommend avoiding memorizing a story or using words you don’t know.  Rather, tell a story that uses words you know and can use on-the-spot without memorization.  DO NOT USE ENGLISH!  The use of any English or made up words will be docked heavily.

Objective 4: Speak in Spanish for 30 seconds. (SPEAKING)

Prepare yourself for the speaking assessment by brainstorming a story using words that you know and practice telling it without checking your notes.  You may use the pictures provided before and during the assessment to prepare your story and help you think of things to say.  However, you are not limited to what is in the pictures and may tell any story you would like as long as it is school appropriate.  I recommend avoiding memorizing a story or using words you don’t know.  Rather, tell a story that uses words you know and can use on-the-spot without memorization. DO NOT USE ENGLISH!  The use of any English or made up words will be docked heavily.

Objective 5: Be an excellent citizen of our class. (CITIZENSHIP)

Using the provided map, label each Spanish-speaking country WITH its capital.

Spanish 1 Final Assessment

Listening, Reading, and Citizenship Materials

(Translations and answers in red)

LISTENING PASSAGE: (Read twice: - slow the first time and normal speed the second time.)

Había un perro.  El perro se llamaba Fido.  Fido tenía un idea.  Quería competir en una carrera de los Juegos Olímpicos.  Pero, Fido era un perro perezoso.  No quería practicar.  Fue a su casa y miró un video.   Su amigo corrió mucho.  En la noche, Fido no durmió mucho sino fue a fiestas.  Durante la careera, no corrió rápido y no ganó.  Su amigo ganó.  El fin.

There was a dog.  The dog called himself Fido.  Fido had an idea.  He wanted to compete in a race in the Olympic games.  But, Fido was a lazy dog.  He didn’t want to practice.  He went to his house and watched a video.  His friend ran a lot.  In the night, Fido didn’t sleep much but rather went to parties.  During the race, he didn’t run fast and didn’t win.  His friend won.  He was tired and sad.

READING PASSAGE: Reading passage and pictures provided to students. 

Había un perro que se llamaba Lassie.  Lassie quería ganar una carrera en los Juegos Olímpicos.  Lassie corría mucho.  Era muy difícil, pero estaba determinado.  Su amigo fue a la playa y durmió en el sol.  Su amigo era un perro perezoso y nunca trabajó.  Lassie nunca fue a fiestas porque tenía que dormir. Durante la noche antes de la carrera, durmió mucho.  Tenía sueños buenos.  A la empieza de la carrera, estaba muy nervioso porque era una carrera muy importante.

There was a dog that called himself Lassie.  Lassie wanted to win a race in the Olympic games.  Lassie ran much.  It was very difficult, but he was determined.  His friend went to the beach and slept in the sun.  His friend was a lazy dog and never worked.  Lassie never went to parties because he had to sleep.  During the night before the race, he slept much.  He had good dreams.  A the beginning of the race, he was very nervous because it was a very important race.

CITIZENSHIP MAP: (Add numbers to Spanish-speaking countries and display/distribute)

Spanish 1 Final Assessment

Grading

LISTENING:

• Answers: 1, 6, 3, 5, 9
• Out of 10 points; One point for the correct picture, another for correct order.
• Displacement of numbers due to one or two incorrect responses taken into account.
• Examples:
• 1, 6, 5, 9, 3 = 9 points.
• 1, 3, 5, 7, 9 = 8 points.

READING:

• Answers: 1, 3, 7, 4, 8
• Graded the same way as Listening.

WRITING:

• Each Spanish word is worth 1% up to 100%
• 5% taken off for each English and/or made up word.
• Overall comprehensibility checked:
• Score left alone if more or less comprehensible.
• 15% marked off if it is very difficult to comprehend throughout.
• 30% marked off if not comprehensible at all.

SPEAKING:

• Modified Rubric: Student is given an on-the-spot score based on overall impression.  General guidelines are listed below and scores are adjusted between guidelines as appropriate.
• 25 Points: Student is speaking the entire time with minimal pausing and is fully comprehensible. Pronunciation is accurate.  Speaker demonstrates broad vocabulary and complex ideas and structures.  Their story is personalized and interesting.
• 20 Points: Student speaks most of the time with moderate pausing.  Student is mostly comprehensible and pronunciation is more or less understandable.  Speaker demonstrates basic vocabulary, structures, and ideas.
• 15 Points: Student attempts to speak throughout the assessment but has large pauses.  Very basic vocabulary and ideas with very few, if any, structures.  Very difficult to understand.
• Below 15 Points: Students are rarely given below 15 points and these scores are only assigned if a student quits before the end of the assessment and/or demonstrates an extremely small amount of effort or none at all.

CULTURE:

• Out of 38 Points
• 1 Point for labeling the country correctly
• 1 Point for having the correct country and capital together