Spanish 1 Consistency Project

Workshop 2April 17, 2015

El Camino College-Main CampusSpanish 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)

217 (92%)

(236 student evaluated)

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)

212 (91%)

(233 students evaluated)

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)

203 (87%)

(234 students evaluated)

31

SLO 4- Demonstrate basic awareness of Hispanic culture, such as values, customs, surname system, meals, etc.

(236 students evaluated)210 (89%)

(236 students evaluated)26

El Camino College Compton CenterSpanish 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)

80%

(100 student evaluated)

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)

64%

(100 students evaluated)

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)

67%

(100 students evaluated)

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

1a. Vo-cabulary

17%

1b. Grammar27%

1c. Writing16%

1d. Speak-

ing/Listen-

ing18%

1e. Reading

11%

1f. Culture12%

1a. Vocabulary1b. Grammar1c. Writing1d. Speaking/Listening1e. Reading1f. Culture

1. Approximate percentages we usually spend/allocate in teaching each of the following components per Panorama lesson

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.

Meets Expectations 3 pts.

Approaches Expectations

2 pts.

Below Expectations 1 pt.

Points

Comprehensibility

How well does the audience understand

him/her?

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.

Vocabulary Use

How extensive and applicable is his/her

vocabulary?

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.

Language Control

How accurate are his/her grammatical

structures?

Correctly uses present, preterite and future plan grammatical structures appropriate to the task most of the time.

Errors do not interfere.

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.

Communication Strategies

How well does he/she

respond to the prompt?

Responds fully and appropriately to all or almost all parts of the prompt.

His/her response is well-organized and relevant.

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.

Mechanics

How accurately does he/she use correct

spelling, capitalization, and punctuation?

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) ACCEPTABLE (Score 14-20) (C, B, & A) SLO ASSESSMENT 3: Interpersonal Writing

Spring 2015. SPANISH 1: Final Oral Rubric (SLO# 1)

Exceeds Expectations 4pts.

Meets Expectations 3 pts

Approaches Expectations 2pts

Below Expectations 1 pt.

Points

CONTENT

COMPLETE

Speaker uses the grammar and vocabulary necessary to communicate effectively within the topic

GENERALLY COMPLETE

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.

INCOMPLETE

Speaker does not use the grammar and vocabulary necessary to communicate effectively within the topic.

COMPREHENSION TOTAL COMPREHENSION

Speaker understands what other group members/teacher says to him or her and can respond appropriately.

GENERAL COMPREHENSION

Speaker understands most of what other group members/teacher say to him or her and can respond appropriately

MODERATE COMPREHENSION

Speaker understands some of what other group members/teacher say to him or her and can respond appropriately.

LITTLE COMPREHENSION

Speaker understands little or none of what other group members/teacher say to him or her and can respond appropriately

COMPREHENSIBILITY

COMPREHENSIBLE

Listener can easily understand all of what the speaker says

USUALLY COMPREHENSIBLE

Listener can understand most of what the speaker says but may need to make a few inferences

SOMETIMES COMPREHENSIBLE

Listener can understand less than half of what the speaker says and must make many inferences

SELDOM COMPREHENSIBLE

Listener does not understand what the speaker says.

FLUENCY

FLUENT

Speaker speaks clearly without hesitation. Pronunciation and intonation sound natural. Speaker doesn’t need prompting

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

NOT FLUENT

Speaker is not prepared and needs constant prompting. The speaker cannot be heard.

Total points _____/16

UNACCEPTABLE (Score 1-10) (D & F)

ACCEPTABLE (Score 11-16) (C, B, & A)

SLO ASSESSMENT 1: Interpersonal Oral

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/guidelines-and-manuals/actfl-proficiency-guidelines-2012/spanish