elementary spanish 2 intermediate spanish 1 consistency project el camino college fall 2015 workshop...
DESCRIPTION
PROFICIENCY: TO COMMUNICATE MEANINGFUL INFORMATION IN SPONTANEOUS COMMUNICATIONS WITH NATIVE SPEAKERS DOES NOT MEAN PERFECTION PERFORMANCE TO COMMUNICATE MEANINGFUL INFORMATION IN PRACTICED, REHEARSED, AND FAMILIAR CONTEXTS CONNECTED TO A SPECIFIC CURRICULUM DIFFERENCE BETWEEN PROFICIENCY & PERFORMANCE 3TRANSCRIPT
ELEMENTARY SPANISH 2INTERMEDIATE SPANISH 1CONSISTENCY PROJECT
El Camino CollegeFall 2015Workshop 2: November 13, 2015
2 AGENDA
Information about solved and unsolved issues: textbook voucher, grace period, native courses video, meeting with counselors, etc.
Establishing the performance/proficiency level for Span 2 & 3 learners.
Establishing assessment tools and grading criteria for Spanish 2 & 3 SLO.
Agreeing on the Spanish 2 & 3 comprehensive final exam distribution of components: final exam templates
Application of grading criteria and rubrics with students’ samples: assessing the SLO.
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PROFICIENCY:TO COMMUNICATE MEANINGFUL INFORMATION IN SPONTANEOUS COMMUNICATIONS WITH NATIVE SPEAKERSDOES NOT MEAN PERFECTION
PERFORMANCETO COMMUNICATE MEANINGFUL INFORMATION IN PRACTICED, REHEARSED, AND FAMILIAR CONTEXTSCONNECTED TO A SPECIFIC CURRICULUM
DIFFERENCE BETWEEN PROFICIENCY & PERFORMANCE
4
5TWO TYPES OF RUBRICS
Performance rubrics could be used to assess students throughout the year. E.g. End of chapter summative test.
Proficiency rubrics could be used three times a year (SLO pre-test, mid term test, SLO post test.)
ECC: We are using proficiency rubrics at the end of the semester for SLO evaluation.
6 ORAL PROFICIENCY INTERVIEW DESCRIPTORS
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TARGETED SPANISH PROFICIENCY LEVELSBY ECC & RECIPIENT SENIOR COLLEGES
Spanish 1: Novice High (Meets Expectations) to Intermediate-Low (Exceeds Expectations)
Spanish 2: Intermediate- Low (Meets Expectations) to Intermediate-Mid (Exceeds Expectations)
Spanish 3: Intermediate- Mid (Meets Expectations) to Intermediate-High (Exceeds Expectations)
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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.
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The Three Modes of Communication
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INTERPERSONAL EXAMPLES
Exchange information via letters, e-mails, video mail, notes, conversations or interviews on familiar topics
Express and compare opinions and preferences about information gathered regarding events, experiences, etc.
Clarify meaning: para phrasing, questioning. Give and follow directions, instructions and requests. Demonstrate the ability to acquire goods, services or
information.
11INTERPRETATIVE
EXAMPLES
Reading and listening include comprehension as well as the cultural interpretation of texts, the ability to “read (or listen) between the lines.”
Follow directions, instructions and request: recipes, travel directions, dance steps, installing software, etc.
Use listening and reading strategies (skimming and scanning techniques) to determine main idea and purpose.
12PRESENTATIONAL
SAMPLES
Summarize information from authentic language materials and artifacts.
Use information acquired from target language sources to solve everyday
problems and situations: using a newspaper to make plans to see a movie, etc.
Create and present narrative: current events, personal experiences, etc.
Present differences in products and practices found in the target language.
Prepare and deliver a summary of characters and plot in selected pieces of
literature.
Apply age-appropriate writing process strategies: prewriting, drafting, revising,
editing, publishing
13ASSESSMENT TOOLS AND GRADING CRITERIA
Spanish 2 Tools & Rubrics: (see copies)
-Tools are in compliance with Vistas (lessons 7-12) and rubrics follow the three modes of communication with the same targeted levels of recipient colleges
Spanish 3 Tools & Rubrics: (see copies)
-Tools are in compliance with Vistas (lessons 13-18) and rubrics follow the three modes of communication with the same targeted levels of recipient colleges
Possible recommendation to Spanish 3 content: more reading material could be added as a complement to Vistas Textbook making the course more challenging.
14SPAN 2 & 3 FINAL EXAM
TEMPLATES
All percentages are approximate based on Span 2 and 3 Course Outlines of Records (see copies)
Sections to be included in any final exam are:
-Span 2: Vocabulary, Grammar, Cultural/Reading Combined,
Listening, Oral, and Writing
-Span 3:Vocabulary, Grammar, Reading, Listening, Oral, and Writing