Rubric and Discussion Board

Learning Assessment Rubric

 Language Proficiency Measured by CAP (based on Bachman & Palmer (1996)) (Clark, 2008, p.13) Note: We are all in the beginning stages. Assignments will either be given credit or no credit. However, you may make up assignments. This helps with the learning process. To master cultural ideals, you must practice and research. All make-up assignments are due March 17, 2013 by midnight.

Arabic Course: Engagement, Structure, and Development		Beginning Credit/No Credit	Transitioning Future Course	Expanding Future Course	Refining Future Course
Grammar	Vocabulary Syntax	Knowledge of limited number of common words and cognates Little productive ability, but may be able to recognize memorized chunks	Knowledge of some general purpose vocabulary Familiarity with basic syntactic structures, but not complete accuracy; may be confused with complex structures	Knowledge of most general purpose vocabulary and common cultural references Familiarity with basic syntactic structures and common complex constructions	Knowledge of general purpose vocabulary and some specialized vocabulary Generally able to understand all but the most complex or rare syntactic structures
Discussion Board/Text	Cohesion Rhetorical Organization Discussion Board	Little or no cohesion Loose or no structure Discussion Board: Completed by Sunday at Midnight; acknowledges and understands key concepts; use of “sight” words to assist in discussion; comments on three student’s posts.	Some knowledge of cohesion, but may be confused by relationships Loose or clear structure	Ability to recognize and express most common relationships (temporal, sequential) cause and effect Able to recognize clear, underlying structure	Able to understand a wide range of cohesive devices Able to recognize structure or argument
Blogs/Pragmatic	Functional Sociolinguistic Blog	Ability to recognize basic manipulative functions Combination of natural and contrived language Blog: Completed by Wednesdays by Midnight; reflects on the weeks activities and applies cultural lessons to real-life	Ability to understand basic manipulative and descriptive functions Combination of natural and contrived language	Heuristic (language for learning) Mainly natural language	Imaginative (language use to create imaginary worlds poetry) Able to recognize register differences in figures or speech etc.

The rubric may seem rigorous, however, I hold high expectations for each of my students. Scores of credit/no credit on discussion board and blog activities will help me to identify any problem areas that could be improved. The goal for the course is to get everyone to the beginning level.  In addition, according to Technology in foreign language, as an instructor, other ways to know that I am keeping my student’s best interests at heart would be to ensure each component:

• Is appropriate for the lesson
• Is age-appropriate
• Builds students’ World Language learning
• Provides authentic aspects of culture
• Demonstrates authentic cultural documents
• Motivates students
• Is consistent with national World Language Standards
• Offers a better format of instruction
• Gives students opportunities to interact with each other and the program.
• Gives the teacher a chance to observe students’ reactions and performance.
• Appeals to different students’ learning styles and intelligences
• Is user-friendly for the teacher and the students.

2.  Write your delivery plan following the format below:

A.  Describe the audience to whom you will deliver your "Online Discussion" activity.

College students (open-ended) who are interested in exploring Middle Eastern culture. These discussions will be both reflective and objective activities. They are the same audience in which I have delivered by good start. 

B.  When or roughly when will you deliver activity #2 (Online Discussion)

 I have requested that my students deliver their first discussion by Sunday, March 3 by midnight. However, at times there may be kinks in the system or students may not fully immerse themselves in a discussion. The first discussion is to research any country of the Middle East (shown on their geography worksheet) and discuss important facts, figures, and cultural concepts. Notably, I want my students to discuss how their country of choice differs from American culture. How are customs different and what is deemed normal vs. unacceptable? The discussion may be pushed to Friday, March 8 by midnight if problems arise. (However, I have received the discussions!).

C.  How will you show evidence of your delivery?

 I will provide a URL that shows what the students have done. However, all names will be kept anonymous.  

Resources

Clark, M. (2008). Arabic computerized assessment of proficiency (CAP). Center for Applied

            Second Language Studies. Retrieved from http://casls.uoregon.edu/cap/TechReport/

            Arabic.pdf

Technology in foreign language: School computing. Wiki Pages. Retrieved from

            http://schoolcomputing.wikia.com/wiki/Technology_in_Foreign_Language