walden university assessment photo album by katherine marks
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PHOTO ALBUM PROJECTKATHERINE MARKS
WALDEN UNIVERSITYEDUC- 6731-B
Dr. Margaret Boice2/15/2016
What is the purpose of this?
■To see what we are going to learn in this unit.■To see what is expected of you.■To make sure that you are meeting the
expectations.■To see what you are going to have to do in the
unit.■To know how you are going to be graded.
Restaurants and Currency ExchangeUNIT 6
At the end of the unit you are going to understand:
■It is appropriate to use formal language with a waiter or diner.
■Spanish-speaking countries have different types of currencies.
■Currency exchange rates vary throughout Spanish speaking countries.
■Items are priced differently in foreign countries.■In Spanish there are two verbs that mean “to be” and
they are used in different situations.
From what I learn and understand, I will be able to…
■Use the target language to order food.■Understand questions regarding restaurant
ordering in the target language.■Calculate various currency exchange rates using
an online application.■Describe food in the target language using “ser”
and “estar.”
Standards that are incorporated:■ Ohio New Learning Standards World Languages Grades 9-12: Communication Standard:
Interpretive Communication 1 : Derive meaning from messages and texts using listening, reading, and viewing strategies.
■ Ohio New Learning Standards World Languages Grades 9-12: Communication Standard: Interpersonal Communication 2: Interact with others using culturally appropriate language and gestures on familiar and some unfamiliar topics.
■ Ohio New Learning Standards World Languages Grades 9-12: Cultures Standard 1: Analyze and describe relationships among products, practices and perspectives and compare them across cultures.
■ Ohio New Learning Standards World Languages Grades 9-12: Presentational Communication 1: Convey meaning using writing processes and presentation strategies.
■ Ohio New Learning Standards World Languages Grades 9-12: Presentational Communication 3: Present a range of literary, creative, and artistic endeavors to audiences near and far.
■ Ohio New Learning Standards Social Studies: Topic: Fundamentals of Economics: 3. People cannot have all the goods and services they want and, as a result, must choose some things and give up others.
Essential Questions that you will be able to answer during the unit:■When is “usted” used?
■How do I order a meal in the target language?■What is the type of currency used in Mexico?■What is the current $USD to $MXN exchange rate?■How much does a gallon of milk cost in Mexico?■When is “ser” used?■When is “estar” used?
Assessments and Why?■ Pre-assessments- To see how you learn best, which Spanish speaking
country you would most like to visit, and what skills you already bring to a subject so I know how to teach you best.
■ Formative Assessments- To see how you are doing during the unit. These allow me to modify instruction if need be and help you see how you are doing so you can change study habits if you find you are falling behind. These are not graded! – These include: Student Self-Monitoring Unit Checklist & Goals Record
Sheet, Interpersonal Communication Self-Assessment Rubric, activities on Quizlet, Conjuguemos, and Kahoot!, just to name a few.
■ Summative Assessments- These will tell us if you have mastered the content and met the learning goals. These are graded! – These include: Currency Exchange Rate worksheet, Restaurant and
Menu Skit, and Chapter 6 Test.
Pre-Assessment: Spanish Previous Experience Survey
To find out what you can already do with Spanish and if your family speaks Spanish.
Pre-Assessment: Multiple Intelligences Quiz
To find out how you learn best. You will follow this link:
http://www.edutopia.org/multiple-intelligences-learning-styles-quiz
When finished, print your results and turn them in.
Formative Assessment: Interpersonal Speaking Self-Assessment RubricSo you can keep track of your Spanish speaking skills and if you are meeting expectations.
Formative Assessment: Spanish I: Restaurant and Currency Exchange Unit Goals Checklist and Reflection
Spanish I: Restaurant and Currency Exchange Unit Goals Checklist and Reflection
Instructions: As we move through the unit, answer the questions when you are have learned the material.
I. Essential Questions:
1. When is ser used? _______________________________________________
2. When is estar used? ______________________________________________
3. When is usted used? ______________________________________________
4. What is the type of currency used in Mexico? __________________________
5. What is the Mexican currency exchange rate? ___________________________
II. Check off these items as you understand or able to perform them:
6. Use the target language to order food. ________
7. Share descriptions of food in the target language. ________
8. Ask questions and provide answers during a restaurant outing in the target language. ___
9. Understand questions regarding restaurant ordering in the target language. ______
5. Calculate various currency exchange rates using an online application. ________
III. Create at least two goals for yourself pertaining to this unit. When you have met each goal, check it off.
Goal 1: ________________________________________________________________
Goal 2: ________________________________________________________________
■ Goal 3: ________________________________________________________________
■ Goal 4: ________________________________________________________________
■IV. At the end of the unit, reflect on your overall performance and what you learned. Explain and give examples to support your learning. Also, state if there are any areas in which you need to improve.
■______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
So you can ensure that you are meeting the goals of the unit and of your own self-created goals and learning everything needed to be successful. You will also reflect on your performance in this assessment at the end of the unit.
Performance Assessment: Restaurant Skit and Menu InstructionsIn groups of three, you are pretending to be business partners who want to open a restaurant together and you need to get an investor to back your restaurant. Your goal is create a menu to be used in your restaurant and produce a dialogue that you and you partners will act out and record to be watched in class to prove to your investors (Mrs. Marks and classmates) that you are able to take orders and answers questions from your diners in a restaurant setting. To be successful in gaining an investor for your restaurant, in your performance one group member is a waiter and two members are diners in a restaurant. Within the skit, the diners will order their food, ask questions/make comments about their food, ask for the bill, and pay the bill. This will be video recorded and eventually viewed in class to your investors. Your menu will need 4 food groups (appetizers, main dishes, desserts, drinks) and have a description of the food in Spanish and photos to represent each food and drink.
Examples of Performance Assessment: Restaurant Skit and Menu
Click waiter to view an example of a skit
Performance Task
Needs Improvement1pt.
Meets Expectations2pts.
Exceeds Expectations3pts.
Completion of Skit
Skit is incomplete. During the skit, one or more of the requirements are missing: Student greets waiter/diner Student orders one item from menu Asks one question about a food Comments on a food Asks for the check Pays the check Says goodbye (missing requirement is circled)
Skit is complete. During the skit: Students greets waiter/diner Student orders one item from menu Asks one question about a food Comments on a food Asks for the check Pays the check Says goodbye
Skit is complete and contains more than what is required. During the skit: Students greets waiter/diner Student orders more one item from menu Comments on more than one food Asks more one question about a food Asks for the check Pays the check Says goodbye
Grammar and Vocabulary
Student rarely or never uses correct grammar or vocabulary in the skit. Verbs are rarely or never conjugated correctly Prepositions are rarely or never used correctly Language is informal among diner and waiter Ser and estar is not used in the correct context Student rarely or never uses appropriate vocabulary and
phrases to complete the task Sentences rarely or do not have correct structure
(areas needing improvement are circled)
Student usually uses correct grammar and vocabulary in the skit. Verbs are usually conjugated correctly Prepositions are usually used correctly. Language is usually formal among diner and
waiter Ser and estar is usually used in the correct
context Student usually uses appropriate vocabulary
and phrases to complete the task Sentences usually have correct structure
Student always uses correct grammar and vocabulary in the skit. Verbs are always conjugated correctly Prepositions are always used correctly Language is always formal among diner
and waiter Ser and estar is always used in the correct
context Student always uses appropriate
vocabulary and phrases to complete the task.
Language is always formal among diner and waiter
Sentences always have correct structure
Pronunciation and Fluidity
Pronunciation and fluidity needs improvement: Student rarely pronounces words correctly Student usually stumbles on words Fluidity is rarely natural with many pauses Speech is rarely comprehensible to audience
Pronunciation and fluidity is overall good: Student usually pronounces words correctly Student rarely stumbles on words Fluidity is usually natural with very few
pauses Speech is usually comprehensible to
audience
Pronunciation and fluidity is fantastic: Student always pronounces words
correctly Student never stumbles on words Fluidity is always natural with no pauses Speech is always comprehensible to
audienceOrganization
Skit overall is organized poor and needs improvement. Sequence of events are rarely logical Events and what is taking place can rarely followed by
audience
Skit overall is organized well. Sequence of events are usually logical Events and what is taking place can usually
be easily followed by audience
Skit overall is organized superbly. Sequence of events are always logical Events and what is taking place can
always be easily followed by audience
Spanish I: Restaurant Skit Analytic Rubric
Paper and Pencil Assessment: Chapter 6 Test■ What is the test going to be like?
– 5 matching questions based on listening– 5 true/false questions based a reading passage– 20 multiple choice questions based on vocabulary – 15 multiple choice questions based on grammar– 3 translation sentences– 3 short answer questions based on ordering food in a restaurant
Paper and Pencil Assessment Blueprint Based on Webb’s Depth of Knowledge Course: Spanish I
Chapter Test 62015-2016
Learning Expectations
Assessment
Learning Expectations (List Standards)
Target DOKLevel
Method DOK 1Recall or
reproduce
DOK 2Basic application of
skills/concepts
DOK 3Strategic Thinking
DOK 4Strategic Thinking
Total Points %
Standard:Interpretive Communication1.a and 1.e
1 and 2 Listening comprehension Recall Infer/interpret 5/63 8 %
Standard:Interpretive Communication1.a, 1.d, 1.e
1 and 2 Reading comprehension Recall Infer/interpret 5/63 8%
Standard:Interpretive Communication1.a, 1.d, 1.e
1 and 2 Selected response Recall Infer/interpret 35/63 56%
Standard:InterpretiveCommunication1.a, 1.d, 1.e
1 Translation Recall 13/63 21
Standard:InterpersonalCommunication2.b
1 and 2 Short answer Recall Organize 5/63 8%
Total Points
63
%
100%
Dimension/Task Below Expectations (1 point) Meets Expectations (2 points) Above Expectations (3 points)
1.
Learning Goals
Matched to
Assessment Method
Teacher does not or rarely aligns
interdisciplinary unit learning goals with
various assessment methods to provide
alternative ways to measure student
learning
Authentic, real-world application of
knowledge is not or rarely incorporated to
engage and make learning relevant
Teacher does not or rarely incorporates
21st-century skills to provide for college and
career readiness
Learning goals do not or rarely reflect state
or national standards, enduring
understandings, and essential questions for
the unit. Unit standards, enduring
understandings, and essential questions are
always clearly stated
Teacher usually aligns interdisciplinary unit
learning goals with various assessment
methods to provide alternative ways to
measure student learning
Authentic, real-world application of knowledge
is usually incorporated to engage and make
learning relevant
Teacher usually incorporates 21st-century
skills to provide for college and career
readiness
Learning goals usually clearly reflect state or
national standards, enduring understandings,
and essential questions for the unit. Unit
standards, enduring understandings, and
essential questions are always clearly stated
Teacher always aligns interdisciplinary unit
learning goals with various assessment
methods to provide alternative ways to
measure student learning
Authentic, real-world application of knowledge
is always incorporated to engage and make
learning relevant
Teacher always incorporates 21st-century
skills to provide for college and career
readiness
Learning goals always clearly reflect state or
national standards, enduring understandings,
and essential questions for the unit. Unit
standards, enduring understandings, and
essential questions are always clearly stated
EDUC- 6731B Photo Album Rubric
2.
Diagnostic
Assessments (pre-
assessments)
Less than two pre-assessments (diagnostic
assessments) are described for the unit.
The assessment provided is not focused on
gaining relevant insights into
family/community as related to the content or
demands of the unit (e.g., family
questionnaire or survey).
Teacher does not or rarely provides useful
student data to identify misconceptions,
inform instructional decisions, and support
students prior to beginning the unit
Two pre-assessments (diagnostic assessments) are
described for the unit.
One of the assessments is focused on gaining relevant
insights into family/community as related to the content or
demands of the unit (e.g., family questionnaire or survey).
Teacher usually provides useful student data to identify
misconceptions, inform instructional decisions, and
support students prior to beginning
More than two pre-assessments (diagnostic
assessments) are described for the unit.
One of the assessments is focused on gaining relevant
insights into family/community as related to the content
or demands of the unit (e.g., family questionnaire or
survey).
Provides useful student data to identify misconceptions,
inform instructional decisions, and support students
prior to beginning the unit
3.
Description of
Formative
Assessments
Less than two formative assessments are
described for the unit
Teacher never or rarely identifies how he or
she will monitor student progress toward the
learning goals of the unit and provide
meaningful feedback to students.
The assessment does not or poorly identifies
how timely, meaningful feedback will be
provided to students.
The assessment does not provide or poorly
provides an opportunity for students to self-
assess and set goals for learning.
Two formative assessments are described for the unit
Teacher usually and clearly identifies how he or she will
monitor student progress toward the learning goals of the
unit and provide meaningful feedback to students.
Each assessment usually and clearly identifies how timely,
meaningful feedback will be provided to students.
One assessment provides an opportunity for students to
self-assess and set goals for learning.
More than two formative assessments are described for
the unit
Teacher always clearly identifies how he or she will
monitor student progress toward the learning goals of
the unit and provide meaningful feedback to students.
Each assessment clearly identifies how timely,
meaningful feedback will be provided to students.
One assessment clearly provides an opportunity for
students to self-assess and set goals for learning.
4.
Outline of
Performance
Assessment
(summative
assessment)
Does not identify the authentic performance task.
Exemplars are not provided.
Does not state how the performance task is aligned
to the learning goals and/or standards.
Does not explain which essential question(s) are
addressed.
Does not explain how enduring understanding(s) are
demonstrated.
Does not identify how assessment incorporates 21st-
century skills.
Does not provide opportunities for students to self
asses.
Less than two options for differentiation are
described.
The authentic performance task is identified but it is not
clearly stated what the student does or creates.
Exemplars are provided but quality is not specified.
Learning goals and standards are identified. Alignment to
performance task is present but unclear.
Limited explanation of which essential question(s) are
addressed.
Limited explanation of how the enduring understanding(s)
are demonstrated.
Adequately identifies how assessment incorporates 21st-
century skills.
Provides opportunities for students to self-assess and/or
peer assess. Does not provide clear opportunities for
student to adjust or revise their work.
Two options for differentiation are described.
Clearly identifies the authentic performance task (Clearly
states what the student does or creates)
Exemplars of both high and low quality are provided.
Clearly states how performance task is aligned with all
learning goals and standards.
Clearly explains which essential question(s) are
addressed.
Clearly explains how enduring understanding(s) are
demonstrated.
Clearly/masterfully identifies how assessment
incorporates 21st-century skills.
Provides opportunities for students to self-assess and/or
peer assess and adjust or revise their work
More than two options for differentiation are described
5. Rubric
for Performance
Assessment
Rubric does not provide objective scoring and/or the
graduations of quality are unclear and/or
inconsistent for each level of criterion for each
category.
Information provided in the rubric is not easily
understood.
Categories for criteria are not identified.
Rubric provides objective scoring with graduations of
quality for each level of criterion for each category.
Information provided in the rubric is easy to understand.
Categories for criteria are identified.
Rubric provides objective scoring with clearly described
and consistent graduations of quality for each level of
criterion for each category
Information provided in the rubric is easy to understand
and written with age-appropriate language
Categories for criteria are clearly identified
6.
Paper-and-
Pencil
Assessments
Contains minimal knowledge or content, concepts,
and/or skills learned during the unit.
Provides three or fewer varieties of assessment
categories (i.e. true/false, multiple choice, fill in the
blank, diagram labeling, essay, matching, etc.)
Adequately builds upon knowledge of content, concepts,
and skills learned during the unit.
Provides four varieties of assessment categories (i.e.
true/false, multiple choice, fill in the blank, diagram
labeling, essay, matching, etc.)
Masterfully builds upon knowledge of content, concepts, and
skills learned during the unit that align with the standards
learning goals.
Provides more than four varieties of assessment categories
(i.e. true/false, multiple choice, fill in the blank, diagram
labeling, essay, matching, etc.)
7.
Presentation
Appearance
More than one of the following criteria (standards,
enduring understandings, and essential questions)
are not clearly identified -or- one or more is missing.
More than one of the following criteria (teacher’s
name, unit overview, theme of unit, and grade
level) is not clearly identified -or- one or more is
missing.
Table of Contents is missing two or more criteria.
Graphics are not included.
Font size/structure does not vary.
Contains 3 or more grammatical and/or spelling
errors
Content is not logically organized and/or provides
no connection to the unit theme and learning goals.
All standards, enduring understandings, and essential
questions are present but one is not clearly identified.
Teacher’s name, unit overview, theme of unit, and grade
level are present but one is not clearly identified.
Table of Contents is missing one criteria.
Graphics are included but not all are relevant to the
content.
Font size/structure varies randomly and does not explain
and reinforce content.
Content contains 1-2 grammatical and/or spelling errors.
Content organization is limited and/or provides an
unclear connection to the learning goals.
All standards, enduring understandings, essential questions
are clearly identified.
Teacher’s name, unit overview, theme of unit, and grade
level are clearly identified.
Table of Contents includes all criteria
Relevant graphics are included to explain and reinforce
content.
Font size/structure varies to explain and reinforce content
Content contains no grammatical or spelling errors
Content is well organized/provides a clear connection to the
unit theme and learning goals
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