INTEGRATED PERFORMANCE ASSESSMENT



INTEGRATED PERFORMANCE ASSESSMENT

CAPÍTULO 4

Unit Theme: ¿Cómo te llevas con los demás?

|Context for the Integrated Performance Assessment: The Spanish language newspaper in your community wants to recognize good people |

|and good deeds. For that reason the newspaper is sponsoring an essay contest for students in local Spanish classes. The topic of |

|the essay for your year is “A Special Teenager,” for which students are asked to describe the special qualities and good deeds of a|

|teenager they know and admire. |

| |

|Interpretive Task: Listen to several students as they talk about their friends on Realidades 3, Audio CD 5, Track 3 and their |

|friends’ special qualities. (Don’t worry about the directions given on the CD itself. Use these directions instead.) Think about a |

|teenager you know and admire and take notes as you hear something that describes him/her. Write down 2 more qualities that you |

|admire and what he/she does as an example of each quality. |

| |

|Interpersonal Task: Discuss the teenager’s qualities with a partner in Spanish class and listen to your partner’s description. |

|Continue to talk about the person until you have more qualities and examples. Identify one very special thing that the teenager has|

|done for his/her family, in school, or in the community. |

| |

|Presentational Task: Write the essay for the contest. Convince the judges that your nominee deserves to be named “A Special |

|Teenager” because of his/her qualities and what he/she does at home, in school, and in the community. |

Assessment Rubrics

Interpersonal Task Rubric

| |Score: 1 |Score: 3 |Score: 5 |

| |Does not meet expectations |Meets expectations |Exceeds expectations |

|Language Use |Student uses little or no target|Student uses the target language|Student uses the target language|

| |language and relies heavily on |consistently, but may mix native|exclusively and integrates |

| |native language word order. |and target language word order. |target language word order into |

| | | |conversation. |

|Vocabulary Use |Student uses limited and |Student uses only recently |Student uses both recently and |

| |repetitive language. |acquired vocabulary. |previously acquired vocabulary. |

Presentational Task Rubric

| |Score: 1 |Score: 3 |Score: 5 |

| |Does not meet expectations |Meets expectations |Exceeds expectations |

|Amount of Communication |Student gives limited or no |Student gives adequate details |Student gives consistent |

| |details or examples. |or examples. |details or examples. |

|Accuracy |Student’s accuracy with |Student’s accuracy with |Student’s accuracy with |

| |vocabulary and structures is |vocabulary and structures is |vocabulary and structures is |

| |limited. |adequate. |exemplary. |

|Comprehensibility |Student’s ideas lack clarity |Student’s ideas are adequately |Student’s ideas are precise and|

| |and are difficult to |clear and fairly well |easily understood. |

| |understand. |understood. | |

|Vocabulary Use |Student uses limited and |Student uses only recently |Student uses both recently and |

| |repetitive vocabulary. |acquired vocabulary. |previously acquired vocabulary.|

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