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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