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