FL Assessment Portfolio

Assessment and Foreign Language
Experience: A Professional Portfolio

Caliandra Burchett
Ball State University
FL 396
Dr. Christopher Luke
Table of Contents
___________________________________________________________
__
Essays
An Introduction: Assessment and Foreign Language
Experience..5
Understanding and Exploring Assessment in the Foreign Language
Classroom...8
Summative Assessment
A Description of Summative
Assessment.11
Artifact #1
Exam...13
(Description, Rationale, and Reflection precede artifact)
Artifact #2 Capitulo
3....18
Formative Assessment
A Description of Formative
Assessment...23
Artifact #1
Prueba..25
Artifact #2
Practica27
Artifact #3 La misma
luna.30
Performance-Based Assessment
A Definition of Performance-Based
Assessment..33
A list of Performance-Based Assessment
Tasks...35
Language Skills (Reading, Writing, Speaking & Listening)
Reading Language
Skill..37
Reading Artifact #1 La
familia.38
Reading Artifact #2 La Naturaleza de Costa
Rica.40
Writing Language
Skill...42
Writing Artifact #1 La arte famosa en el mundo
hispanohablante43
Writing Artifact #2
Dibuja.45
Listening Language
Skill.47
Listening Artifact #1 Lo Poco que
Tengo..48
Listening Artifact #2
Telehistoria..50
Speaking Language Skill

52
Speaking Artifact #1 Presentacin
Oral.53
Speaking Artifact #2 Tarjetas de
Conversacin.56
Foreign Language & Culture
Artifact #1 Prueba de Puerto Rico y
ms...59
Artifact #2 Centroamrica
Worksheet...63
Traditional Assessment
Essay: Strengths and Weaknesses of a Traditional
Assessment67
A list of Different Types of Traditional Assessment and
purposes...69
Non-Traditional Assessment
Essay: Strengths and Weaknesses of a Traditional
Assessment72
A list of Non-Traditional
Assessments..74
Online Assessment Resources
A list of Online Assessment
Resources.76
Assessment Resources
A list of Assessment
References79
Glossary
.80
An Introduction:
Assessment and the Foreign Language Experience
While teaching foreign language within a classroom, there are many different
types of assessments that students undergo. Assessment in current times has been ill
defined as a way to measure learning in students, simply by applying tests.
Assessment is more than tests, especially in a foreign language classroom.
Assessment is a way in which to measure the students learning experiences through
multiple formats, and whether or not the teachers pedagogical instructions are
meeting the students needs and standards.
A few of the ways that assessment plays a role within the foreign language
classroom are through performance and competence of the language. Performance in
a language-learning classroom is important as it allows the students to show off their
listening, writing, reading, and speaking ability of the overall language. In
comparison, competence is the students understanding or comprehension of the
language that is not measurable to the instructor. Both performance and competence
are crucial to the instructors of a foreign language class because it gives information
needed in order to monitor the progress of their students.
The different types of assessments that are used to monitor or measure the
progress of the students could be informal, formal, formative, or summative
assessments. Informal assessments in a foreign language classroom could be just
answering a question out loud in the target language that is being taught. A formal
assessment could be a quiz going over the material that had been taught that week.
Assessment is also both formative and summative meaning that it could be a test that
covers a single chapter or a final exam that reviews what had been taught throughout
the course of the semester. It is important to note that these are the types of
assessments if only the instructor is measuring something.
However, if the instructor is not measuring anything than it cannot be called
an assessment. Another important aspect of assessments in a foreign language
classroom is washback, or the results of the assessments for the students and
instructors. Washback can also be seen as feedback, which allows individual students
to understand their strengths and weaknesses in the target language. Washback also
allows for educators to hone in on important aspects of the target language being
taught that the students need more work on or are having a difficulty understanding.
In creating assessments it is important to decipher if it is a well created one or not.
Washback and assessments show whether students find the assessments easy or
difficult, and if the educator has to make changes to the assessment for better future
results.
Assessments are an informal and formal way of measuring ones students in
the target language through various methods. The results of these assessments allows
for washback, which then gives information to the students and educators on whether
or not the assessment was valid and effective. The goal in creating assessments is to
measure whether the students are learning the target language being taught effectively.
Also, instructors want to know whether their students are showing progress
throughout the courses term in order that they would be able to create mastery skills
in the target language, and use the language effectively. One of the best ways in
determining whether a student has successfully mastered the task and skill being
taught is through performance of the target language. Creating real-world scenarios or
assessments allows for the students to perform and better their understanding of the
language by connecting the language to many other aspects of life.
Understanding and Exploring Assessment in the
Foreign Language Classroom
Assessment in foreign language classrooms is essential in understanding if the

students truly comprehend the target language. Throughout this semester I have
learned more than I ever knew about assessments in foreign language education.
Realizing the depth of the topic and the many components that make up assessments,
helps in understanding why there are assessments being conducted. The generalized
view of assessments in today educational world is of standardized tests, AP exams, or
other high-risk exams. Assessments should be a way in order to measure the students
understanding of the subject, their progress, and how well you are teaching the
material.
Each one of the assignments that we had to create in class this semester will
help me in conducting a Spanish class in the future. I learned how to create a rubric
for the first time, and also I created my own exams, website, and WebQuest.
Assignments such as these and even this assessment portfolio will allow me to look
back at my learning experiences and use the knowledge and skills adapted to become
the best possible Spanish teacher. Not only did these assignments help me create a
well-rounded view on assessments in education overall, but it is valuable knowledge
for my other classes as well as for the future.
I believe one of the most important topics that we had discussed in class had
been on validity, reliability, authenticity, and practicality. Validity being the most
important topic we went over, refers to how the assessments we use in the class,
covers the content that I taught in the class. When the students are confused about the
material on the exam, and it does not cover the material covered in class, or is not
something the students need to know, then the assessment is lacking validity. I never
thought about validity before in conjunction with assessments. Also, it never occurred
to me that I could have had teachers that only created tests based on practicality
depending on their style of teaching and whether or not they had enough time outside
of class to create them. As a future educator, I am not going to fool myself into
thinking that I am always going to have time. For this reason, I know that I will be
using formats such as true/false and multiple-choice. The true/false and multiplechoice types of assessment formats are great for smaller assignments such as daily
quizzes, just to assess whether the students read their homework for example.
Having the opportunity to use these different assessments and formatting on
the exams is a great way in facing learner differentiation, this way the students have
diverse questions that can appeal to many different facets. As a future Spanish
educator it is important to have the reading, writing, speaking, and listening aspects of
language learning part incorporated within the assessment process. Not every
assessment is going to be integrative, but being able to assess these parts of language
learning process is crucial. An example of this would be to have the reading, writing,
and listening parts all in one assessment whereas another assessment could easily just
be performance based to assess the speaking aspect of language learning.
There are many ways in coordinating which of these aspects could be used and
when, but it is important to realize that my overall view of assessments in a classroom
has changed. Having still a high school perspective of what assessment meant in
entering this course, I am now able to see how it affects the students and teachers, and
it became clear to me how important assessments are. Assessments are not only things
that take place inside the classroom I am teaching, but can be seen nationwide in
exams such as the SAT, ACT, and ISEP. In this course I learned more on the topic of
teaching to the test, and how we see this idea more and more in classrooms as
teacher accountability becomes a force front of the No Child Left Behind Act
(NCLB).
Taking all these elements into account, as a future educator I plan on using
assessments as way to help the students in targeting their strengths and weaknesses.
Being able to know where my students are in the target language lets me work with
them individually in order to focus on specific weak areas they are struggling in.
Using assessment is one way to evaluate not only my students, but also the exam and
myself as an educator. Creating an assessment never goes perfectly and making
constant changes and adjustments is an unavoidable process, but a welcoming one if it
helps my students. Making sure the assessments are correlated and measuring to
match my objectives of the course and what is being taught in class is necessary. This
is the main goal in which I wish to accomplish in a flawless manner so that both my
students and myself can reach our goals and they can become masters in the target
language.
Summative Assessment
One of the main types of assessments that play a major role in foreign
language classrooms is the summative assessment. Summative assessment is an
assessment in contrast to formative assessment that takes place usually at the end of a
courses term, which could be either a semester, or a year. The reason that this type of
assessment takes place at the end of a courses time period is because it is used to
measure the sum of the knowledge that the students have acquired about the target
language. This type of assessment is used to determine how much the students learned
and if they learned what they needed to while in that specific course. There are
various ways that summative assessments are used such as through the use of final
exams and/or through a term project or portfolio. A lot of times students do not
receive feedback about the assessment but rather the teacher uses it as a way to assess
whether or not they have gained mastery skills and progressed in the language.
Summative assessments are a way for the instructor to see if they have met
their goals and objectives for the course. The outcome of the summative assessment
tells the instructor whether they have successfully mastered their goals, and if not how
they would implement new changes and specifically in certain area of language
learning (reading, writing, speaking, and listening). For example, if they vast majority
of the students had difficulty in the listening section of the final exam, the instructor
knows that next time they may want to have more practice and listening lessons in
class. This idea of reform in the classroom is important and comes with summative
assessment.
Another aspect of summative assessments is that they are sometimes seen as
high-risk assessments as well. A lot of times the projects, portfolios, or exams are a
huge percentage and huge part of the students grade. Sometimes summative
assessments are seen as the make it or break it at the end of a course because of the
amount of emphasis, and stressed importance of the assessments in classes. It is
important to note that summative assessments are used to measure the progress of the
students knowledge of the language throughout the course period. Although
administration and other leaders of education frequently use this type of assessment as
part of teacher accountability, language educators should shed light on this type of
assessment as a positive way for the students to prove their mastery skills one last
time, before they use them in the real world.
Artifact #1- Exam

Description: This is a midterm example of a midterm exam created by Pilar
Blanco-Ruiz. This exam covers what the students learned in the first few
chapters of the beginning of the semester, such as present tense verbs
(irregular and regular), nationalities, and numbers.
Rational: This artifact is an example of a summative assessment because it

would occur at the end of the first half of the semester, covering topics ranging
from numbers in Spanish to possessive pronouns. This exam covers content
areas in language learning such as reading, writing, and grammar. This exam
is an assessment of whether the students are able to comprehend and apply
basic Spanish skills such as conjugating verbs in the simple present tense, and
knowing numbers in Spanish.
Reflection: I really like this assessment because it is straight an to the point,

meaning that is very clear in its objectives. The only thing that I think is
missing is the listening and speaking aspect of language learning. Most of the
time when giving summative assessments, there is not enough time for all four
aspects of language learning to be assessed, and in this case breaking them up
in two parts on two separate days was probably what happened. I like this
method as it is practical in dealing with time constraints and puts less pressure
on the students.
Seora Cali
Espaol 1
Nombre:___________________
Midterm Exam (de Pilar Blanco-Ruiz)

I.
Answer in complete sentences. ( 20 pts)

1. Qu estudias en BSU?
_____________________________________________
2. De dnde son tus padres?
____________________________________________
3. Te gusta mirar televisin?
___________________________________________
4. Qu bebes cuando tienes calor en el verano?
____________________________
5. Dnde vives?
_____________________________________________________
6. A qu hora vienes a la Universidad?
___________________________________
7. Cundo es tu cumpleaos?
8.
__________________________________________
Cuntos aos tienes?
_______________________________________________
9. Cmo es tu mejor amigo(a)?
_________________________________________
10. Cuntos dormitorios hay en tu casa?
___________________________________
II.
Complete the following dialogues with the appropriate possessive

adjectives. (12 pts.)
1.
2.
3.
4.
5.
Claudia, T necesitas __________ libros y __________ lpiz? (your/your)

S, y tambin necesito ___________ plumas. (my)
Seores, de dnde es __________ profesora? (your)
_________________ profesora es de Chile. (our)
_________________ amigos son de Mxico. De dnde son __________
amigos, Anita? (our/your)
______________ amigos son de Canad. (my)
6. Teresa necesita ____________ cuadernos y ___________ horario de clases?

(her/her)
S, y Rafael necesita _____________ bolgrafo y ____________ lpices.
(his/her).
III.
Write the following numbers in Spanish/ (5 pts)

1.
137
2.
__________________________________________________________
65
3.
__________________________________________________________
254
4.
__________________________________________________________
15
5.
___________________________________________________________
76
___________________________________________________________
IV.
Fill in the blanks with the correct form of an appropriate verb from the
list below. The senence must be logical and grammatically correct. Do not
repeat any verb. (20 pts)
conversar
navegar
escribir
necesitar
beber
estudiar
deber
tocar
tener
comprar
lavar
mirar
terminar
tener
1. El profesor ____________________________ en su cuaderno.

2. Juan no ____________________________ la televisin.
3. Yo ______________________________ en la cafetera.
4. Nosotros ______________________________ la clase a las dos de la tarde.
5. Los msicos ________________________________ el piano.
6. Mi mam ____________________________ la ropa de la familia.
7. Los alumnos _________________________________ estudiar mucho.
8. Yo ________________________________ en la biblioteca.
9. Roco y Pedro __________________________________ con sus amigos.
10. Yo _______________________________ de la casa de mi novio(a).
V.
Vocabulary. Fill in the blanks with the Word that best completes each
sentence. (13 pts.)
1. Hoy es sbado, maana es _____________________________. (lunes,
domingo, jueves)
2. La tienda WalMart es una _______________________________. (zapatera,
nevera, gran almacn)
3. Yo ______________________________ la puerta de la cocina. (cocino,
vendo, abro)
4. No es un hombre, es una __________________________. (silla, mujer, mano)
5. Es de Pars es ____________________________. (norteamericano, francs,
alemn)
6. Te gusta _____________________________ la red? (conversar, correr,
navegar)
7. Yo ____________________________ en la biblioteca. (estudio, saco,
compro)
8. Es mi compaero(a) de __________________________. (copa, cuarto, lpiz)
9. T ________________________ leche o caf? (comes, tomas, miras)
10. Luisa tiene ojos __________________________. (morados, rojos, verdes)
11. Thanksgiving es en el _______________________. (invierno, otoo, verano)
12. Deseas una __________________________ de caf? (silla, mesa, taza)
13. Compramos libros en ___________________________(libreras, bibliotecas,
aulas)
VI.
Answer the questions in complete sentences based on the reading. (10 pts)
Megan Smith es de Norteamrica. Estudia antropologa en la UNAM en la Ciudad de

Mxico. Tiene que tomar muchas asignaturas. Ella vive con una familia mexicana en
el barrio Pedregal. Megan come mucha comida mexicana porque la seora siempre
prepara tacos y enchiladas. Despus de sus clases, ella va al bar con sus amigos para
beber unas cervezas y escuchar a los mariachis cantar.
1. De dnde es Megan?
___________________________________
2. Qu estudia y dnde?
______________________________________________
3. Con quines vive Megan?
___________________________________
4. Qu comida prepara la seora?
___________________________________
5. Qu hace Megan despus de las clases?
________________________________
VII.
Translation. (10 pts).

1. I want to buy red shoes.
___________________________________________
2. Do you(inf.) drink red wine?
_______________________________________
3. There are many chairs in our
class.__________________________________
4. Our mother is 45 years
old.________________________________________
5. I study with my friend in the
library._________________________________
VIII. Composition: La casa. Write a composition talking about you and your
family. Describe them, tell us what they do, where you and your family
live, who is your favorite family memeber and why, describe your house
(how many romos, what colors); if you have a et describe it, etc. (10 pts)
(Write at least 6 simple and complete sentences. Use different verbs)

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_____________________________
Artifact #2- Capitulo 3
Description: This is a chapter exam in a second level Spanish class. I created

this test based off of the 2.2.3. and 2.4.1. Indiana state standards, which
involves the learning of culture, specific to Puerto Rico in this chapter and
learning strategies needed for written and oral sufficiency in the target
language.
Rational: This artifact is an example of a summative assessment because it

would occur at the end of the first half of the semester, covering topics ranging
from irregular verbs in the yo form, Puerto Rican culture vocab, and words
that function like the verb gustar. This exam covers content areas in language
learning such as reading, writing, and grammar. This exam is an assessment of
whether the students are able to comprehend and apply basic Spanish skills
such as conjugating verbs in the irregular yo form, and knowing the most
important facts relating to Puerto Rico.
Reflection: I made this exam based off of two standards, and in the future will
probably use more as I develop my assessments more thoroughly. I like the
idea though that although I am still regulated under state standards, I am able
to create something that is mine from my own thought and still was able to be
creative. I think this assessment is very valid as I am taking the content
straight from the book, and the material from the book is exactly what we
would have gone over in class.
Srta. Cali
Nombre:_________________________
Fecha:________________
Parte I. Vocabulario
En el espacio, circula la letra correcta que corresponde a la respuesta.
(2 puntos)
1. Una tienda que vende pulseras, relojes y anillos.
a. librera
b. panadera c. joyera
d. zapatera
2. La gente lleve eso en su mueca para leer el tiempo.

a. reloj b. pulsera
c. cinturn
d. rayas
3. Cul es un instrumento tpico de la msica salsa que usan en Puerto Rico?
a. guitarra
b. giro
c. tambor
d. flauta
4. Pequea, mediana o grande lo que refieren en relacin con la ropa?
a. apretado
b. flojo
c. quedar
d. talle
5. Cul es el otro nombre de Puerto Rico?
a. Borinqun b. Castellano
c. Puertorriqueos d. Caribe
6. El centro comercial ms grande de Caribe y est en Puerto Rico.

a. Jockey Plaza b. Centro Santa Fe c. Centro Mayor
Plaza Las Amricas
d.
Parte I. Escuchar
Escucha a estas personas y decide dnde van de compras. Elige la
respuesta correcta. (4 puntos)
A.
B.
C.
D.
Parte II. Gramtica

Conjuga con los verbos irregulares en el presente de yo en las
siguientes oraciones. (2 puntos)
1.
2.
3.
4.
Le _____________(dar) a mi amiga una pulsera para su cumpleaos.

____________(salir) con mi familia para comprar ropa en San Juan.
A ti te gusta te __________(poner) la ropa.
Ahora que ___________(saber) de la historia indgena de Puerto Rico, ________
(ir) a contar mis amigos.
Conjuga y elige con los verbos irregulares en el pretrito en las siguientes

oraciones. (2 puntos)
El sbado 1.
(tener/saber) un problema. Fui a la panadera por la
maana con mi hermana. Cuando llegamos a casa, mi hermana no

2._______________(tener/poder) abrir la puerta. Est cerrada! exclam. Le
pregunt dnde 3.___________(poner/estar) tu llave? Me respondi, la
4._______________(saber/poner) en el abrigo, pero ahora no est all. Despus tres
horas luego, lleg nuestra mam a cual me dijo que la llave est a dentro de mis bota
nuevas que compr ms temprano que da. Yo la 5.____________ (tener/poner) all
porque no 6.______________(querer/estar) olvidarla.
Parte III. Cultura

Marca cada frase con el correcto letra que corresponde (1 punto)
1. Una tipa de tienda que vende muchas
cosas diferentes como ropa y maquillaje.
A. Un timbalero
B. mscara
2. Llevar la ropa bien o mal.
C. El almacn
3. Ac es donde la gente puede comprar
D. La falda
4.
sus cosas y van a las tiendas diferentes
E. El centro comercial
El anillo de madera
F. Quedar
5. Un instrumento importante para la

msica tropical.
G. Material de un rbol
H. Tano
6. Se usa para cubrir la cara.
Cierto o Falso
Escribe el correcto respuesta (1 punto)
1. ____Los tanos son indgenas de Puerto Rico que tiene un gran influencia en el
2.
3.
4.
5.
pas.
____Una persona que lleva ropa buensimo est de moda.
____Bomba es un estilo de la ropa con adornos especficos.
____Puerto Rico est en el ocano pacifico y muy cerca de Per.
____Las tradiciones en los das festivos son importantes a los puertorriqueos.
Parte IX. Escritura

En el primer prrafo, elige un tema para escribir usando por lo menos dos
verbos irregulares en la forma de yo presente, uno verbo como importar,
gustar, encantar, quedar etc. y dos verbos irregulares en el pretrito. Nota un
prrafo es por lo menos cinco oraciones completas (8 puntos).
1. Un prrafo para comparar la ropa de los tanos a la ropa de los
espaoles.
2. Ciertos hechos de las artesanas de Puerto Rico.
3. Describe de una vez fuiste a shopping. Qu compraste? Con quin
estuve? Etc.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________
_____________________________________________________________________
_____________________________________________________________________
______
Formative Assessment
The second type of assessment that plays a major role in the foreign language
learning process is formative assessment. Formative assessment in contrast with
summative assessment, is the process of evaluating the students on their learning

progress throughout the length of the course. Generally, formative assessments are
used as a way to assess the academic needs and weaknesses that the students are
experiencing in a lesson, chapter or unit. One of the benefits for the students of having
formative assessments is that they are able to take part in the process of washback.
An example of a formative essay in a foreign language class would be a
weekly quiz, or chapter test because they are simply measuring the students
understanding of the topic that was currently covered in class. The major difference
between formative assessments and summative assessments is the outcome of the
assessments. With summative assessments, its not common to receive washback from
either the instructor or students, whereas in formative assessments this is available to
both the teachers and the students. Having the opportunity for washback lets the
students and instructor understand how they are progressing in the course, and
whether the instruction is working.
Another aspect of formative assessment is the instructors are able to
incorporate this type of assessment in their daily instruction. A more common form of
formative assessment in a foreign language classroom, is simply asking the students
to answer questions in class on the topic at-hand. This is a more common and
informal way of assessing the students in the classroom, but the instructor is still able
to measure thoroughly in the students are comprehending and understanding the
language in many different ways
Artifact #1- Prueba
Description: This is a weekly quiz given to a first level Spanish class.
Some of the topics that this quiz covers are the conjugation of the verbs
ESTAR and SER, and the different nationalities in Spanish.
Rational: This artifact is an example of a formative assessment because it is a

way of measuring the students comprehension and competence on the
Spanish language, and allowing washback for the students and instructor. This
assessment is also something that takes place during the gradual language
learning process in the semester, not at a final completed time of study.
Reflection: This assessment is very practical for the instructor and easy for the
students to understand. I would definitely use this as a formative assessment
for my students, as it also would give good insight as to whether they
understand the topics in the target language. This formative assessment is also
could create intrinsic motivation to learn and do the extra credit at the bottom
of the page, because it is authentic in relating the topic to real world
experiences and situations.
Nombre:____________________________
Fecha:________________
Quiz#2 (de Pilar Blanco-Ruiz)
A. Conjugate the verbs

1) Mis amigos_________ de Espaa pero _________en Alemania
2) El estudiante no ___________ aqu porque _________enfermo.
3)
4)
5)
6)
7)
8)
(estar/estar)
El mvil_________rojo.
Nosotros_________de Canad.
De dnde _________ t?
Yo________profesora de FIT.
Las ventanas__________ cerradas.
Cmo__________ t hoy?
B. Nacionalidades
1) Oscar de la Renta es de La Republica Dominicana.
(ser)
(ser)
(ser)
(ser)
(estar)
(estar)
es___________________.
2) Tengo amigas de Alemania.
Ellas
son________________.
3) Yuki es de Japn.
Ella
es__________________.
4) Sandra y Juan son de Mxico.
Ellos
son________________.
5) Las chicas son de Francia.
Ellas
son________________.
6) El actor Jude Law es de Inglaterra.
es___________________.
7) Giovanni es de Florencia.
es___________________.
8) Penelope Cruz es de Espaa.
Ella
es__________________.
9) Yo soy de Rusia.
Yo
soy_________________.
10) Yan es de China.
Ella
es__________________.
Extra Crdito: De dnde es tu familia? Qu es?
(ser/estar)
Modelo: Mi familia es de Espaa y Puerto Rico. Mi padre es espaol y mi madre es

puertorriquea de abuelos espaoles. Tengo familia en Espaa, Argentina, Uruguay,
Venezuela, Puerto Rico, Canad y California.
Now you try this on the back page.
Artifact #2- Practica
Description: This is an example of a worksheet that I would be giving to my

students during class time or for homework. This worksheet covers material
on using the verbs ser and estar. The worksheet would be used in order to
cover the material we have been going over in class on the topic.

Spanish language during a specific lesson. The formative assessment also
allows washback for the students and instructor, in order to get a good sense
on how the students are reacting to the topic. This assessment is also
something that takes place during the gradual language learning process in the
semester, not at a final completed time of study.
Reflection: This assessment is very practical for the instructor and easy for the
students to understand. I think that it is practical in the sense that it should not
take more than 15-20 minutes to complete, whether in class or for homework.
I also like this formative assessment because it is a quick way to evaluate and
see whether the students comprehend the verbs ser and estar, which are
essential in using the target language. This assessment could also be used in
many different contexts as stated before, such as homework, an in-class
assignment, or even used as group work. The flexibility of this assessment is
helpful to the instructor, especially in cases with limited time.
Srta. Cali
Practica: Ser and estar

1. Ser o estar? Completa las oraciones con el uso correcto de los verbos ser o
estar en el presente.
1. Conoces a Nati? Ella ___________ en tu clase de matemticas.
_________ una chica muy simptica.
2. Nati___________activa y juega muchos deportes como volibol con su
mejor amiga Ana.
3. Nati y Ana____________de Nueva York. Nati______________chistosa y
amable, pero ahora ____________un poco preocupada porque sus notas
________malas.
4. Por eso, Nati estudia con Ana y ellas ______________ en la biblioteca
todos los das.
5. Aunque Nati __________ en el equipo de volibol, Ana tiene mejores notas
porque tiene ms tiempo para estudiar.
6. Ahora____________ las cinco de la tarde y Nati____________ nerviosa
para su examen en la maana.
2. La vida de Javier. Elige la oracin correcta que tiene lo mismo significado.
1. Javier se va a los estados unidos para estudiar el tema de los negocios.
a. Javier est en EEUU.
b. Javier es de Argentina.
2. A Javier le encantan las pelculas humores y chistosas.
a. Las pelculas son horribles.
b. l le gusta las pelculas que son chistes.
3. El perro de Javier siempre le dio besos y espera para l todos los das.
a. El perro es la familia de l.
b. El perro ests aburrido.
4. A Javier le gusta estar solo.
a. Javier es soltero.
b. Javier est soltero.
5. Hoy, Javier tiene muchas cosas en su habitacin y no puede ver el suelo.

a. Javier es desorganizado.
b. Javier est desorganizado.
6. Siempre Javier lea los libros de artistas famosas.
a. Es interesante a l el tema de arte.
b. l es un pintor.
7. La clase lo ms difcil para Javier este semestre es econmica.
a. Javier no est en la clase de econmica.
b. Javier es un economista.
8. Javier vende sus propios poemas.
a. Javier est un escritor
b. Javier es un escritor.
3. Cundo se usa ser y estar? Escribe ser o estar por cada pregunta.
1.
2.
3.
4.
5.
Se usa para describir profesin. ______________

Es para describir una condicin temporal(salud). ______________
Un rasgo permanente(personalidad). ______________
Ubicacin en el momento._______________
Nacionalidades/Origen/Religin_______________
4. Imagina que t eres un periodista. Escribe usando un montn de detalles, Cmo

es t escuela? Describe con los verbos estar y ser.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________
Artifact #3- La misma luna(2007)
Description: This is a Spanish movie that would be shown to my class in a

period of probably 2-3 days depending on time constraints. I think this movie
is completely relevant to today, and that a lot of students can resonate with the
topic. This movie deals with a young boy in Mexico who is on a dangerous
journey in order to find his mother who is an illegal immigrant living in Los
Angeles. Carlitos, the little boy, faces many challenges along the way in trying
to find his mother.

Spanish language that they learned and heard from the movie. The formative
assessment also allows washback for the students and instructor, in order to
get a good sense on how the students are reacting to the topic of the movie and
language. This assessment is also something that takes place during the
gradual language learning process in the semester, not at a final completed
time of study.
Reflection: I think that the students will enjoy watching this movie in class,
and I find that the topic is very important to touch on. The movie itself is very
relatable with themes such as family, hero/heroine, and struggle. This
formative assessment focuses in more on the writing aspect of language
learning. The added activity towards the end, involves group/class discussion
on alternative endings, which can be a way to allow the students to practice
their speaking skills in the target language.
Srta. Cali
Los actores/ caracteres
La misma luna(2007)
1. Explica los caracteres principales. Quin son?

a. Martha
____________________________________________________________
____________________________________________________________
______
b. Rosario
____________________________________________________________
____________________________________________________________
______
c. Enrique
____________________________________________________________
____________________________________________________________
______
d. Carlitos Reyes
____________________________________________________________
____________________________________________________________
______
Comprensin de la trama
3. Escribe la respuesta correcta por cada pregunta y con oraciones completas.
a. De dnde son Rosario y Carlitos?
____________________________________________________________
___
b. Dnde est Rosario?
____________________________________________________________
___
c. Cmo comunican Rosario y Carlitos? Qu usa ella?
____________________________________________________________
___
d. Cul da siempre Rosario le llama?
____________________________________________________________
___
e. Qu hizo Carlitos para estar tu madre?
____________________________________________________________
___
f. Qu es en este contexto un coyote? Quin lo es en la pelcula?
____________________________________________________________
___
g. Quin conoci Carlitos en los estados unidos? l le ayuda o no?
Entonces, Quin le ayuda Carlitos?
____________________________________________________________
____________________________________________________________
______
h. Lo que pas en el final con Carlitos? Enrique? Rosario?
____________________________________________________________
____________________________________________________________
____________________________________________________________
_________
Usted reaccin y respuesta

1. Escribe en oraciones completas cmo sentiras y qu haras si seas
Carlitos en su situacin. Por lo menos escriba un prrafo.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________________
2. *Imagina un final alternativa y comprtelo con la clase. (este parte es
oral)*
Performance-Based Assessment
Performance-based assessment is when the language instructor is able to
measure the students knowledge and skill of the target language by applying the
language in real world scenarios. Performance-based assessment draws away from the
paper-pencil method, and/or usual exams to evaluate the students. In a languagelearning environment, performance-based assessment plays a huge role in configuring
whether the students comprehend the context in the language and can apply it in the
real world.
Another aspect of performance-based assessment is that it tends to be more
geared towards student creativity, therefore allowing for better intrinsic motivation in
the language. Performance-based assessments can be an integrated learning
experience, whether the student is asked to write an essay, perform a skit, or give a
presentation, most of all the language skills can be evaluated by the instructor. It is a
better form of assessment for a foreign language educator as well, because it is not a
guess of whether or not the students understand and can apply the language, rather
these skills become measureable and performance is one of the most important
aspects of language learning.
The two aspects of language learning that are crucial in comprehending the
content are speaking and listening. Performance-based assessments that cover these
two aspects of language learning could be an in-class audio activity, or simply

responding to the instructor in the target language. Not only is it important to have the
students focus and find importance in the language aspects, but also find meaningful
ways to learn the language. Performance-based assessments work best if the students
are being evaluated on authentic assignments where they are able to relate and use the
language in events that can occur outside of the classroom.
A List of Performance-Based Assessments
Fashion Show
o The students or instructor will bring in easy clothing props in order to
conduct this task. In-class, the students will be separated into groups
and are given 2 different outfits. Every person in the group will have a
designated job (model, announcer etc.). Once the groups are ready,
they will line up their models, and as they present the outfits one
person in the group will announce what he/she is wearing. The rest of
the groups have to come up with commentary.
International Pen Pal
o The students will each be matched with another student in an English
class in Argentina. The students will have to conduct
letters/emails/photos to send back and forth to their pen pal. The topics
of conversation can range from culture to the language itself. If the
students become friends with their pen pal, even video message might
become an option in order to practice speaking in the target language.
Culture Exploration
o Each student will choose one Spanish speaking country to present in
class. In the presentation there will be core items that they should
mention, such as where the country is located, major cultural norms,
how the language is conducted and whether they would one visit that
country. This is not only a practice of the oral language but also covers
culture, and the students can cover other interesting topics about their
country that they chose (intrinsic motivation).
Creative Story
o The students will be able to come up with a short mini story covering
the topic that we are going over in class. In the short story they will use
the vocab words and grammar that we learned from the lesson. This is
a more creative assessment and allows the students to think in different
ways on how to use the target language.
Skit
o Based on one of the learning videos we watched in class, the students
will be partnered up and asked to create a similar skit answering the
questions from the video. Each pair will present their skit in front of
the class.
Menu
o Each student will be asked to bring in a reasonably simple authentic
recipe for traditional Hispanic food. In-class they then will have to
translate and simplify the steps so that any person can cook it. After
this, we will have one class to make one of the recipes or bring in the
food to share in class (food allergies need to be recognized).
Assessing the Language Skills

(Reading, Writing, Listening & Speaking)
~Reading Language Skill~
Artifact #1- La Familia

Description: This is a true and false question/answer section that is based on
the reading provided to the students. The students are to read the small reading
which covers the topic of la familia, which we would be discussing in class.
The story is about a teenage boy in Mexico who lives with his parents,
grandparents, and brothers.
Rational: This artifact is an example of a reading assessment because in order

to do the assignment correctly the students must read the text and apply the
language skill to it. Also, it shows whether or not students convey
understanding of the vocab and context of the target language.
Reflection: This is a simple and short assignment that should take no longer
than 15 to 20 maximum minutes for the students to complete. This reading
assessment is relevant to the topic of la famila that is being covered in class,
authentic to the course material, and practical for the instructor.
La Familia
Nombre:__________________
Fecha:_____________
I. Lea la siguiente y d las respuestas correctas despus.

Mi nombre es Rodrigo y tengo diecisis aos. Vivo en San Luis Potos, Mxico
con mi mam, pap y dos hermanos. Tambin mis abuelos viven con nosotros pero
nuestra casa es pequea. Mi hermano menor, Felipe, tiene diez aos y mi otro
hermano Gilberto tiene catorce aos. Yo le llevo mejor a Gil porque nos gustan las
cosas mismas. Mi abuela cocina todo da y todava le enamora con mi abuela. Es tan
lindo! Mis padres son mis influencias. Ellos trabajan duros y me quieren estudiar para
hacer una carrera. El prximo ao, voy a Espaa con mi clase. No puede esperar y
deseo vea ms del mundo. El amor y relaciones fuertes que tengo con mi familia
llevar conmigo para siempre.
II. Cierto o Falso: Escribe el correcto respuesta.

1. ____________ Gilberto es el primo de Rodrigo.
2. ____________ Rodrigo no le lleva bien a Felipe.
3. ____________ Los padres de Rodrigo son divorciados.
4. ____________ Felipe tiene diecisiete aos.

5. ____________ La abuela de Felipe adora su esposo.
6. ____________ Rodrigo es el mayor hijo en su familia.
7. ____________ Rodrigo tiene sueos para ver el mundo.
8. ____________ Los padres de Rodrigo son flojos.
9. ____________ A la abuela le gusta cocinar todo da.
10. ____________ Rodrigo la ama su familia.
Artifact #2- La Naturaleza de Costa Rica
Description: This is a reading piece taking out of Avancemos! a Spanish

textbook for second level Spanish. The reading focuses in on the topic of
Costa Rican wildlife and nature. Examples used from this specific text are of
the species that inhibit the wilderness and the different colors that nature
inhibits there.
Rational: This artifact is an example of a reading assessment because in order

to do the assignment correctly the students must read the text and apply the
language skill to the questions that follow. The students must comprehend the
text in order to have sufficient and analytic responses. The instructor is able to
evaluate the students level of reading through their responses and reactions to
the text.
Reflection: I like the reading because it is real world and authentic to a

Spanish speaking country. Also, with this assessment I probably would not
grade the actual written aspect, but focus more on the conversation about the
reading that occurs after. The Q&A will give the instructor a good idea on how
well the students accurately read the material.
La naturaleza de Costa Rica
Nombre:__________________
Fecha:_____________
I. Lea el texto abajo.

Por qu debe un pas preservar su naturaleza (nature)?
Costa Rica es un pas pequeo, pero la variedad de fauna y fauna es enorme. Hay
muchos jardines y reservas en donde la naturaleza est protegida (protected) y donde
puede observar las especies(species) nativas del pas. En el Jardn de Cataratas La Paz
puedes caminar entre miles de mariposas (butterflies) en un gran observatorio. La
especie ms famosa de Costa Rica es la morfo azul, con su color especial. Este parque
tambin tiene un jardn de colibres (hummingbirds), un jardn de orqudeas (orchids),
cinco cataratas (waterfalls) y muchas plantas tropicales.
II. Responde a las preguntas para comparar con tu mundo.

1. Hay mucha naturaleza donde vives? Descrbela.
_______________________________________________________________
_______________________________________________________________
1
Gahala, Estella Marie, Patricia Hamilton. Carlin, Audrey L. Heining-Boynton, Ricardo

Otheguy, and Barbara J. Rupert. Avancemos! Evanston, IL: Mcdougal Littell, 2007.
Print.
_______________________________________________________________
_______________________________________________________________
____________
2. Es importante para preservarla? Por qu?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
____________
III. Ahora, discute con tus compaeros sobre la naturaleza de Costa

Rica y sus respuestas a las preguntas.
~Writing Language Skill~
Artifact #1- La arte famosa en el mundo

hispanohablante
______________________________________________
__
Description: This written assessment is about three very famous artists and
some of their famous works. The students will write about one of the three art
works that they have chosen. I provided a set of questions for them to begin in
the process of thinking about what they want write about. The assessment has
to be in paragraph form.
Rational: This artifact is an example of a writing assessment because the

students have to write in the target language based on a specific topic; in this
case famous works of art. From the writing portion that they would have done,
the instructor would be able to evaluate whether they are able to write
complete and clear sentences, and which areas they are struggling whether it
be grammar or meaning.
Reflection: This assessment is fun because I would easily be able to relate it

back to the course, and talk about real world experiences involving these
works. I hope that at least some students might be interested in this aspect of
culture, where writing about it could be enjoyable.
Nombre:_____________________________
Fecha:__________________
La arte famosa en el mundo hispanohablante

I. Looking at the three images below, choose one that you would like to
write about. Describe it and answer the following questions in the form of
a paragraph.
a.
b.
c.
d.
e.
Cmo sientes?
Qu pasa?
Qu significa?
Por qu la elegiste?
Te gusta?
Frida Kahlo
Frida Kahlo
Boy blowing on an ember to

light a candle
El Greco
Guernica
Pablo Picasso
Artifact #2- Dibuja

______________________________________________
__
Description: This written assessment was not created by me but provided by

estudiafeliz.com and inhibited another way of learning Spanish. The students
have to write a description of their drawing, and then color and draw what
they already wrote about.
Rational: This artifact is an example of a writing assessment because the

students have to write in the target language based on what they are going to
draw or what they have already drew. From the writing portion that they
would have done, the instructor would be able to evaluate whether they are
able to write complete and clear sentences, and which areas they are struggling
whether it be grammar or meaning. The instructor can also make comparisons
to see if what the students wrote matches what they drew.
Reflection: This assessment is great because not only does it incorporate

learning the language through writing, but also by drawing. The students are
more likely to remember the activity because of the physical action of drawing
that is taking place. Also, it is fun for the students to be able to draw
something and color in class. Comparing what the student wrote to their
picture is the best way to see if they comprehend what they have written, and
understand the concept of the verbs ser and estar.
Nombre: ___________________________
Descripciones
www.estudiafeliz.com
1. Dibuja una foto de una persona.

2. Escribe un prrafo que describe la persona con mucho detalle.
Cmo es? (describe sus rasgos fsicos y su personalidad)
Cmo est? (describe su estado en el momento de la foto)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
~Listening Comprehension
Language Skills~
Artifact #1- Lo Poco que Tengo

______________________________________________
__
Description: This listening comprehension assessment is based off of song by
Ricardo Arjona called, Lo poco que tengo. It is a song where the narrator
has very little, but the simple little things he does have make him happy in life.
The students will listen to the song 2-3 times in order to fill in the blank
spaces missing the words. After that, the class will go over song together and
sing along. If I notice the class struggling, I may put the words up on the board
for them to choose from.
Rational: This artifact is an example of a listening comprehension assessment

because the students are listening to a song in the foreign language being
taught, and asked to focus, listen, and fill in the missing blank spots. The
cognitive processing in trying to figure out the words through listening is how
the students learn. The instructor is able to assess who is struggling in this
aspect of language learning by walking around and seeing if the students
understand what is being sung.
Reflection: One of the greatest things about learning another language is

listening to music. From my own personal experience, I can say that listen to
music in the target language one is learning is one of the best ways to learn
and pick up on the language. It is also very cultural since not every one singer
sings the same thing, or is from the same place so they all sound a little
different. A lot of people love music so I hope the students are able to become
interested in the topic, and are able to hear how a native speaker pronounces
their words.
Nombre:______________________ Fecha:________________
Lo Poco Que
Tengo
Ricardo Arjona
Direcciones:
Escuche a la cancin.
Pon la palabra correcta en el espacio.
Yo __________ una guitarra vieja,

Preada con esta cancin
__________ que nunca aconsejan,
Y un ___________ a mi disposicin
Lo poco que tengo es tan poco, que vale un milln
Yo tengo el aire que respiro,
Y el ____________ todito para m
___________ viejos y suspiros,
Y si alguien dice "no" yo "s"
Lo poco que tengo es tan poco, que es tambin pa' ti
Las huellas de _________ pies descalzos,
El humo de la cafetera
__________ cuadros surrealistas falsos,
Tu _____________ que trae primavera... aunque el tiempo est fatal
Lo poco que tengo es tan poco, pero es esencial
Tengo un aguacero _____________ mi verano,
Y una ola para surfear
Una sombra que me sigue a donde ___________,

Y dos pies pa' ____________
Lo poco que tengo es tan poco, que hay pa' regalar
Tengo la noticia de que no es noticia de que no me ____________ nada
Artifact #2- Telehistoria

______________________________________________
__
Description: This listening comprehension assessment is based off a
telehistoria in the Avancemos! textbook in unit 1 on Costa Rica. The
storyline behind the video which the instructor will being showing in class is
about a brother and sister who are trying to make a film about going to Miami.
Unfortunately, they did not go to Miami and instead stayed home and watched
a movie. The activity is a recalling of what they said in the video, and what the
characters didnt say.
Rational: This artifact is an example of a listening comprehension assessment

because the students are listening and watching a learning video in the foreign
language being taught, and asked to focus, listen, answer a list of questions
after. The instructor is able to assess who is struggling in this aspect of
language learning by looking over the students answers and seeing if they are
correct. The multiple choice section of the activity is easier, therefore if the
students are struggling in that area, the instructor might want to replay the
video and break down what was being said.
Reflection: This assessment covers both the listening aspect of learning but
also visual. If students are one or the other it can be good for many different
language learners. I like this assessment because it covers something
interesting that was seen in class. Also, the multiple-choice section of the
assessment is easier than the sentence correction, therefore it might be best to
focus on students who are firs struggling with the multiple-choice.
Actividades para la telehistoria
I. Elige la respuesta correcta.

1. Alejandro y Natalia quieren
a. Ir a la playa
b. Filmar en un aeropuerto
c. Hablar con la agente de viajes
2. No van a Miami porque
a. No hay aeropuerto
b. Es muy peligroso
c. Va a llover
3. Alejandro habla de
a. Su profesor de matemticas
b. La agente de viajes
c. Un restaurante horrible
4. Pap dice que
a. Prefiere ir a Miami
b. Quiere ver una pelcula vieja
c. Tiene una pelcula de miedo
II. Corrige los errores en estas oraciones.
MODELO: La familia va a Miami.
La familia va a la playa.
1.
2.
3.
4.
5.
6.
7.
Natalia y Alejandro hacen una pelcula sobre un viaje a Costa Rica.

Ellos necesitan sus pasaportes para viajar.
Va a hacer sol toda la semana en Miami.
Los padres quieren viajar a Miami.
Los hijos necesitan filmar en una estacin de tren.
Natalia dice que les sirven una comida rica en el restaurante.
El profesor Chvez le habla a Alejandro de ciencias.
2 Gahala, Estella Marie, Patricia Hamilton. Carlin, Audrey L. Heining-Boynton, Ricardo

Otheguy, and Barbara J. Rupert. Avancemos! Evanston, IL: Mcdougal Littell, 2007. Print.
8. Natalia dice que le compran a mam un tiquete para ver una pelcula
buena.
~Speaking Language Skill~
Artifact #1- Presentacin Oral

______________________________________________
__
Description: This speaking assessment is a chapter oral presentation. Each
student must choose a chapter, and there will be more than one student per
chapter, but they can choose any topic from the chapter to discuss. The
students run the topic by the instructor first therefore not every person gives a
presentation on the same topic.
Rational: This artifact is an example of a speaking assessment because the

students have to create a presentation in the target language, and present it to
the class. The instructor is able to assess if what the students are presenting is
accurate information, is easy to understand, and makes sense to the audience.
Reflection: The speaking assessment is probably the most difficult for the
students, as well as the teacher. In beginning Spanish it is clear that students
will not be able to speak perfectly, therefore I think it is the hardest to assess.
Also, it is probably a better idea when assessing presentations to listen to what
is most commonly being used incorrectly. I really like this assessment because
it gives the other students and myself other opportunities to learn about
something we might not known about in the target language.
La Presentacin del Capitulo

In this assessment students must first choose a chapter from the list below. Secondly,
the students have to choose a topic from that chapter to present. Here are the chapters:
1. Costa Rica A conocer nuevos lugares!
a. Vamos de viaje!
b. Cuntame de tus vacaciones
2. Argentina Somos saludables!
a. La Copa Mundial
b. Qu vamos a hacer?
3. Puerto Rico
a. Vamos de compras!
b. Filmamos en el mercado?
4. Mxico
a. Una leyenda mexicana
b. Mxico antiguo y moderno
5. Espaa
a. Qu rico!
b. Buen provecho!
6. Estados Unidos
a. Te gusta el cine?
b. Somos estrellas!
7. Repblica Dominicana
a. Nuestro peridico escolar
b. Somos familia
8. Ecuador
a. El mundo de hoy
b. En el futuro
*The scoring for this assessment is on the following page*
=char(32)
Oral Presentation Rubric : Oral Presentation Rubric(Spanish)

Teacher Name: Cali Burchett
Student Name:
CATEGORY
Presentation
________________________________________
Distinguished(10090)
The student shows
a clear in-depth
understanding of
the language, and
the content they
discussed. They are
actively engaged
with the audience.
Vocabulary
Uses vocabulary
from the chapter.
Extends at least 5
new vocabulary
words to the
audience, and
clearly denes
them so that they
understand.
Engagement
Keeps eye contact

with the audience,
and creates an
activity pertaining
to the topic for the
class to do.
Time Limit
Procient(9080)
The student
shows a good
understanding
of the language,
and the content
they discussed.
They are
engaged with
the audience.
Basic(80-70)
The student
shows some
understanding
of the language,
but the content
they discussed
is not clear. The
presentation is
general and the
only thing being
focused on.
Uses vocabulary Uses vocabulary
from the
from the
chapter.
chapter.
Includes 4-3
Includes 1-2
words that
words that
might be new to might be new to
the audience,
the audience,
and denes
but does not
them so that
clearly dene
they understand. them so that
they understand.
Keeps eye
contact with the
audience, and
asks the
audience
questions
throughout the
presentation.
Presentation is 5-6 Presentation is 4
minutes long.
minutes long.
Occasionally
gives eye
contact to the
audience but
does not ask
them any
questions.
Unsatisfactory(7060)
The student does
not show a full
understanding of
the language, or
the content being
discussed. They
only focus on their
presentation, and
do not engage with
the students
Uses vocabulary
from the chapter.
Does not include
new vocabulary
words for the
audience.
Does not give eye

contact or engage
with the audience.
Only focuses on,
and reads off the
presentation.
Presentation is 3 Presentation is less

minutes long.
than 3 minutes
Artifact #2- Tarjetas de Conversacin

______________________________________________
__
Description: This speaking assessment is a group project that consists of
notecards, each with a different scenario on them. The groups have to create
conversations as if they were rhetorically in those situations themselves.
Rational: This artifact is an example of a speaking assessment because the

students have to create conversation with one another based on scenarios
given on notecards. As the students are talking, the instructor is walking
around the room listening to what the students are saying in the target
language. The instructor is able to assess if the students are progressing in the
target language, or if they need more help. At the same time, this assessment
allows for better communication in general between the students, and maybe
more confidence talking in smaller groups.
Reflection: The speaking assessment is probably the most difficult for the
students, as well as the teacher. I think this is a great way for students to open
up and become more confident in their Spanish speaking abilities. In smaller
groups, I find that students are more likely to want to speak and practice the
language. I will enforce the target language to be spoken ONLY by walking
around and asking questions to the students as well.
Tarjetas de Conversacin
The class is going to be separated into groups of two/three, and then given a
notecard. With each notecard there will be a scenario, the students then have to have
conversation with one another as if they were actually going through the scenario
themselves.
Vamos a
Mxico.
Qu hacer
quieres?
Maana es
mi primer da
al trabajo
nuevo.
Tengo
nerviosa/o!
Dios mos!
Olvid hacer
mi ensayo
para hoy.
El amor de
mi vida me
pregunt ir al
baile.
Tengo
hambre.
Qu cocinar
debera?
Esos
ladrones han
me robado de
mi bici!
Tengo un
estudiante
extranjero
que vive
conmigo.
Ella es de
China.
No entiendo
matemticas
entonces voy
al tutor para
aprender
ms. El tutor
es un
estudiante del
colegio.
~Foreign Language & Culture~
Artifact #1- Prueba de Puerto Rico y ms

______________________________________________
__
Description: This is an example of an assessment on a particular culture,
Puerto Rico, vocab, and grammar in the chapter. This is similar to my Chapter
exam but this one is more of an extensive quiz. The content covers specific
cultural features of Puerto Rico and the vocab that consists of clothing,
shopping and different types of store.
Rational: This is a cultural artifact because not only does it incorporate true
cultural knowledge, but also other language learning skills such as vocabulary
and grammar. A lot of the questions are in different formats as well which
allows for diverse learning. This extensive quiz was also based of the Indiana
state standards, 2.2.3. and 2.4.1.
Reflection: I like the idea of having culture intertwined with the language
learning process. Combining both real world experience and the process of
learning the language in detail is how I hope to teach in my classroom. The
teacher should be able to evaluate the students using this culture assessment
quite well. The most difficult part of the quiz will probably be the short essay
at the end. Since it is a relatively open-ended question it makes for grading
harder, but allows creativity for the students.
Prueba de Puerto Rico y 1.1/1.2

Nombre:_________________________________
Fecha:________________
Parte I. Vocabulario
En el espacio, elige la letra de la definicin que corresponde a la palabra.
1. Una tienda que vende medicinas.
a. panadera b. librera
c. farmacia
d. zapatera
2. La gente lleve esto en su mueca como joyera.

a. reloj
b. pulsera
c. cinturn
d. rayas
3. Cul es la msica ms famosa de Puerto Rico?
a. cumbia
b. timbalero c. tango
d. salsa
4. Cuando la ropa es ms grande.
a. talle
b. flojo
c. quedar
d. apretado
5. Cul es la otra idioma indgena de Puerto Rico

a. Tano
b. Castellano c. Puertorriqueos d. Cataln
6. Quin es el primer pinto reconocido de Puerto Rico?
a. Benicio del Toro b. Goya c. Jos Campeche d. Pablo Picasso
7. Un museo en Puerto Rico para visitar.
a. Parque Retiro b. Parque de Bombas
c. Museo Prado d. Puente de la
Mujer
Parte II. Gramtica

Conjuga con los verbos irregulares en el presente de yo en las siguientes
oraciones.
1. ____________ (tener) un abrigo que queda bien.

2. Les ___________ (decir) a mi familia que necesitamos comprar ropa en San
Juan.
3. A ella le encanta ___________(salir) con sus amigas al centro comercial.
4. ____________(ver) El Castillo de San Felipe del Morro desde mi ventana.
5. ____________(venir) a las parrandas con mi prima con nuestros palitos para
el ritmo.
Parte III. Cultura

Marca cada frase con la letra correcta que corresponde.
1. _____Una tipa de tienda que vende muchas
A. timbalero
postres, dulces y pan.
B. maracas
2. _____Zapatos que cubren los pies completamente.

3. _____Esta palabra de origen tano.
4. _____Un instrumento importante para la
C. la panadera
D. canoa
E. quedar
msica salsa.
F. Parranda
5. _____Una palabra tiene significa como salir por fiesta G. Las botas
Cierto o Falso
Circula el correcto respuesta.
1.
2.
3.
4.
Los conquistadores estadounidenses encontraron a Puerto Rico.

Una persona se puede llevar un traje al gimnasio.
Los vejigantes son artesanas de Puerto Rico con mscaras.
Se puede comprar libros desde la joyera.
5. Los indgenas todava son ms influyente de Puerto Rico.
Parte IX. Escritura

Escribe un prrafo sobre la influencia de los tanos en la cultura de Puerto Rico
y usa tres palabras hablemos en clase. En el segundo prrafo comparar nuestra
cultura con la cultura boricuas y usa por lo menos tres verbos irregulares en la
forma de yo presente y tres verbos como importar, gustar, encantar, quedar
etc. Nota un prrafo es por lo menos cuatro oraciones completas.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________
Artifact #2- Centroamrica Worksheet

______________________________________________
__
Description: This is an example of a culture assessment I have taken from the
Suea Wookbook. It helps the students understand a specific culture by
reviewing what they have learned in the chapter over Central American. This
assessment is in the form of a worksheet with both short answer and true and
false questions. The true and false questions cover facts about Nicaragua
whereas the short answer asks questions about Central America from a more
generalized viewpoint.
Rational: This is a cultural artifact because not only does it incorporate true
cultural knowledge, but also other language learning skills such as vocabulary
and understanding grammar. This is a fairly concise assessment that covers
basic knowledge about some of the historical landmarks that fill Central
America. Having both true and false, and short answer allows for
differentiated learning.
Reflection: This cultural assessment is kind of bland but it would work well
having the students in groups together. I know I am not good at remembering
things, being able to work with others helps to remind the students of what
they are learning. I think have true and false after answering all those short
answer is a good idea. It creates less pressure on the students. With culture
assessments I see it as history, they either know it or they dont, its hard to say
there is an in-between when evaluating.
Nombre:_______________________
Fecha:____________
Centroamrica Worksheet
I. Cunto sabes? Contesta las preguntas.
1. Cuntos kilmetros hay entre Panam y Guatemala?
_______________________________________________________________
___
2. Qu pases hispanohablantes forman parte de Centroamrica?
_______________________________________________________________
___
3. Qu conecta la carretera Panamericana?
_______________________________________________________________
___
4. Cules son algunas palabras y expresiones tpicas del espaol
centroamericano?
_______________________________________________________________
___
5. Qu significa la palabra indgena chirripo?
_______________________________________________________________
___
6. Qu pueden hacer los tiburones del lago de Nicaragua?
_______________________________________________________________
___
7. Dnde est el segundo arrecife de coral ms grande del mundo?
_______________________________________________________________
___
8. Qu son y de dnde provienen las pupusas?
_______________________________________________________________
___
9. Qu son las ruinas de Tikal?
_______________________________________________________________
___
10. Cunto duran las fiestas del Carnaval de Panam?
_______________________________________________________________
___
II. En Pantalla(Nicaragua)
Seleccionar: Despus de ver el reportaje, indica si lo que se dice en
las oraciones es cierto o falso.
1. _____En el futuro los pequeos empresarios tambin se podrn beneficiar del
turismo.
2. _____Se dice que hablar de Nicaragua es hablar de su gente.
3. _____El turismo no es un arma importante en la lucha contra la pobreza.
4. _____Todava hoy Nicaragua sufre de mucha violencia y peligro, al igual que
sus pases vecinos.
5. _____Las cualidades y atributos naturales y culturales de Nicaragua estn
prcticamente sin explotar.
6. _____Los pases de Centroamrica son, en turismo, los principales socios
comerciales de Nicaragua.
7. _____El sol y la playa, la belleza arquitectnica y el ecoturismo se venden
como los principales destinos de Nicaragua.
8. _____Los especialistas piensan que en la prxima dcada el turismo ocupar
el tercer lugar en la economa nicaragense.
~Traditional Assessments~
Strengths and Weaknesses of a Traditional Assessment

A traditional assessment such as a pen and paper exam holds many different
strengths and weaknesses. In the area of foreign language learning we see both
traditional and non-traditional assessments throughout. Traditional assessments are
commonly seen as a written document, for example in the form of standardized tests
and written exams at the end of the semester. Although traditional assessments are
more commonly used as summative assessments, they can also be used as formative
assessments.
Since traditional assessments are more commonly used in standardized testing,
or in exams, the format of these assessments have a few things in common. The
format that is used in traditional assessment tends be multiple-choice, true or false,
fill-in-the-blank, and matching. The opportunity for open-ended questions is sparse
and occurs more in non-traditional assessments. These types of assessments are
straight to the point and create practicality for the instructors who score the
assessment. Since the format of the assessment tends to not include open-ended
questions, the grading for these assessments are easier to score and quickly.
The practically that the traditional assessment ensures for the instructor,
allows for better time management and quicker feedback for the students. Also,
because these assessments are pretty standardized, it is evident that all the students
will be receiving the same exact assessment. Although there is in part equity in the
traditional assessment, the lack of authenticity is a main concern for foreign language
educators. Having the ability to answer concise questions based on the target
language, does not in any way help the students in conquering the integrated skills in
order to communicate in that language.
In learning a foreign language the students must be able to use all for language
skills (reading, writing, speaking, and listening). Traditional assessments do not
evaluate all these skills, especially not speaking and listening, which plays a huge role
in language learning. Performance-based assessments seem to have more authenticity
and purpose in a language-learning classroom. Also, the students have different
reactions to both traditional and non-traditional assessments. Traditional assessments

overall are less intrinsically motivating to the students, and lack in the areas most
important for learning a foreign language.
Types and Purposes of Traditional Assessments

Achievement Test
The purpose of this test is to determine whether course objectives have been met and
appropriate knowledge and skills acquired at the end of a given period of instruction.
Cloze Test
The purpose of this test is to have the students look at the whole reading in order to
comprehend meaning so that they can fill-in-the-blanks.
Computer-Adaptive Test (CAT)

The purpose of this test is measure whether the students are at the level they need to
be in the language, and whether or not they should be placed below or above based on
the tests evaluation of their ability.
Criterion-Referenced Test
The purpose of this test is to allow the students and instructor washback on the exam
and instruction.
Diagnostic Test
The purpose of this test is to examine and evaluate the students level of
comprehension on one specific aspect of language that is being tested.
Discrete-Point Test
The purpose of this test is to evaluate and examine the students in specific areas of the
language.
Integrative Test
The purpose of this test is to evaluate the students on the entirety of the language as a
whole incorporating each aspect of language learning (reading, writing, speaking and
listening).
Language Aptitude Test
The purpose of a language aptitude test is to exam the students before the actual start
of a lesson, or beginning of the course (pre-test) in order to evaluate and predict how
they will do in the class, and what are the overall strengths and weaknesses.
Norm-Referenced Test
The purpose of a norm-referenced test is to place students to a specific percentile or
ranking based on their scores in comparison to others.
Placement Test
The purpose of this test is to place students based off of their scores into the
appropriate language level.
Proficiency Test
The purpose of this test is to measure the students overall global ability to master
every language aspect.
Standardized Test
The purpose of this test is to have the students put into a percentile/ranking based off
their scores through norm referencing. Also, it grants every student an equal chance
since the exam is the same for each.
~Non-traditional Assessments~
Strengths and Weaknesses of Non-traditional Assessments

Unlike traditional assessments, non-traditional assessments stray away from
the norm of having a paper and pencil exam. Non-traditional assessments are seen in
foreign language classrooms as performance-based assessments, alternative

assessments, or alternative tasks offered to the students. With these types of nontraditional assessments the students are offered a range of activities, assignments, and
exams that cover different learning types and different aspects of the language.
Unlike traditional assessments in classrooms, non-traditional assessments have
more advantages when it comes to learning a foreign language. For example, in a
traditional paper and pencil assessment, the students are not able to connect to the
speaking and sometimes listening aspects of the language. Non-traditional
assessments are more a more authentic way to learn a foreign language such as
through performance-based assessments. These are ways that allow the student to
connect the target language to a more real-world situation; simply speaking in the
language connects to experiences that can occur outside of the classroom.
Non-traditional assessments also are more creative overall. The students tend
to be more intrinsically motivated due in part that they have many different options to
learn offered to them by the assessments. Also, students have more intrinsic
motivation to learn the target language because non-traditional assessments make
authentic connections to the real world outside of the classroom. Non-traditional
assessments give the students reason as to why they should learn the language by
making these connects, and exploring the language from a global perspective.
Although non-traditional assessments have so much to offer in a foreign
language class, not every assessment can be non-traditional. Traditional assessments
can offer equity and practicality, whereas non-traditional assessments are authentic in
every level of language learning. One of the hardest things for the instructor when
implementing non-traditional assessment is in most cases they are not practical during
the grading process. The rubrics for these assessments must be concise so that there is
little room in order to be subjective in the grading process.
Another aspect of non-traditional assessments is that they work better in
evaluating whether the students are apprehending the target language and are able to
use it in real word context. With a paper and pencil traditional assessment, the
instructor is only able to rely on the students reading and writing skills. Traditional
assessments can provide coverage of all the language learning aspects (reading,
writing, speaking and listening). Although it is easy to say that non-traditional
assessments probably take place more in foreign language classrooms than traditional
assessments, having both types of or combing them offers a range of learning
possibilities and covers every language aspect completely.
Non-traditional Assessments in a Foreign Language Classroom
Making an Advertisement
o In this assessment, the students are placed into groups and have to
create an advertisement for a specific product that is used within the
Hispanic world. The students are able to create an image, presentation,
storyboard, and/or even a video in the target language promoting the

product they chose in order to present to the class.
Short Story
o In this non-traditional assessment the students will choose and read a
short story in the target language from a list provided by the instructor.
After they read the story they have to create an image whether it is a
drawing, painting or collage it must represent what the story is telling.
Family Tree
o Students will create a family tree using real photos and short
descriptions of who each person is in the target language.
Fotobabble
o The students will create a fotobabble from the class login on this
website: http://www.fotobabble.com .
o Then, the students will choose a photo of a historical site or landmark
in a Spanish-speaking country and explain where and what it is.
Dos de los muertos

o Students will choose a famous Latino in history who has died either in
the past or recently. Then, the students will create an eulogy for that
person in the target language.
~Online Assessment Resources~
List of Online Assessment Resources

1. Rubistar
a. http://rubistar.4teachers.org/index.php
b. Rubistar is an easy way to have the template of a rubric already done
for the instructor while creating a new rubric. Rubistar also allows the
instructors to use already premade rubrics and have the opportunity to

alter them to their liking.
2. Edmodo
a. https://www.edmodo.com
b. Edmodo is similar to blackboard in it is a place online where students
and teachers can connect in a professional manner. The teachers are
allowed to post about homework or links pertaining to class and the
students are allowed to post their homework.
3. Conjugamos
a. https://conjuguemos.com
b. Conjugamos is a website where the students are able to practice their
Spanish verb conjugations. Also, on this website the students are able
to adjust the verbs and pronouns that they want to focus more on.
4. IFLTA
a. http://www.iflta.org
b. IFLTA is the Indiana Foreign Language Teachers Association website
which provides informative information, and up-to-date news on the
subject. IFLTA also gives the Indiana state standards that the
assessments are based off of. IFLTA offers conferences yearly to cover
topics such as assessments in foreign language teaching that teachers
can go to and learn more about bettering assessments in their
classroom.
5. ACTFL
a. http://www.actfl.org
b. ACTFL is the American Council on the Teaching of Foreign
Languages organizations that offers instructors the opportunity to be a
member and join in on current affairs and conventions that take place.
These conventions and conferences offer opportunities to learn more
and work hands-on with assessments in foreign language classrooms.
6. Foreign Language Teaching Methods (University of Texas at Austin)
a. https://coerll.utexas.edu/methods/
b. This website offers great tools and resources on every aspect of
language learning as well as assessments. The website also offers
videos or semi-tutorials on the teaching methods used within a foreign
language classroom.
7. LANIC
a. http://lanic.utexas.edu
b. LANIC is the Latin America Network Information Center that offers
web-based resource cites on any topic. These topics range from media
news to Internet and computing. Having a list of websites such as this,

helps in bettering assessments through the use of authentic resources.
~References for Assessment~
List of References for Assessment
1. http://www.spanish4teachers.org
2. http://www.fcps.edu/is/worldlanguages/pals/#rubric
3. https://www.nationalspanishexam.org/index.php/exam-preparation/onlinepractice-exercises
4. Fulcher, G. & Davidson, F. Language Testing and Assessment: An Advanced
Resource Book. Routledge. (2007).
5. Douglas, D. Assessing Languages for Specific Purposes. Cambridge
University Press. (2000).
6. Halleck, Gene B. "Language Testing and Assessment: An Advanced Resource
Book by Fulcher, Glenn, & Fred Davidson." Modern Language Journal 94.2
(2010): 371.
7. Gahala, Estella Marie, Patricia Hamilton. Carlin, Audrey L. Heining-Boynton,
Ricardo Otheguy, and Barbara J. Rupert. Avancemos! Evanston, IL:
Mcdougal Littell, 2007. Print.
8. Brown, H. Douglas, 1941, and Priyanvada Abeywickrama. Language
Assessment: Principles and Classroom Practices. White Plains, NY: Pearson
Education, 2010.
9. Schulz, P. "Language Assessment in Multilingual Children." SPRACHESTIMME-GEHOR 37.4 (2013): 191-5.
10. Assessment Reform Group. Assessment for Learning: Beyond the Black Box.
Cambridge: University of Cambridge. (1999).
Glossary
Achievement Test- a test used to determine whether the course objectives have been
met, and if the students learned the appropriate skills required by the end of
instruction.
Alternative Assessment- various instruments that are less traditional and more
authentic to their elicitation of meaningful communication.
Analytic Scoring- an approach that separately rates a number of predetermined
aspects (e.g. grammar, content, organization) of a test-takers language production.
Assessment- an ongoing process of collecting information about a given object of
interest according to procedures that are systematic and substantively grounded.
Authenticity- the degree of correspondence of the characteristics of a given language
test task to the features of a target language task.
Autonomy- the ability to set ones own goals and independently monitor success
without the presence of an external stimulus.
Bottom-Up Processing- comprehending language by first attending to the smallest
elements (e.g. letters, syllables, words) of language and then combining them into
increasingly larger elements.
Cloze- a test in which words are deleted from a reading passage and then the testtaker must provide a word that fits in the blank space.
Appropriate-Word Scoring- a scoring method that accepts a suitable,
grammatically and rhetorically acceptable word that fits the blank space in the
original text.
Exact-Word Scoring- a scoring method that is limited to accepting the same
word found in the original text.
Competence- ones hypothesized underlying ability to perform language.
Criterion-Referenced Test- a test designed to give test-takers feedback, usually in
the form of grades, on specific courses or lesson objectives.
Diagnostic Test- test that is designed to diagnose specified aspects of a language.
Dialogue Journal- a self-writing exercise in which a student records thoughts,
feelings, and reactions, which a teacher reads and responds to,
Dictation- a method of assessment to which test-takers listen to a text and write down
what they hear.
Direct Testing- an assessment method in which the test-taker actually performs the
target task.
Display Writing- writing that is produced usually in response to a prompt, to show
competence in grammar, vocabulary, or sentence formation.
Discrete Point Test- assessments designed on the assumption that language can be
broken down into its component parts and that those parts can be tested successfully.
Distractors- responses in a multiple-choice item used to divert or distract the testtaker from the correct response.
Function Word- a word (e.g., preposition, pronoun, auxiliary verb, article, etc.) that
has very little meaning but instead serves to express relationships among other words.
Gate-Keeping- playing the role of allowing or denying someone passage into the
next stage of an educational (or commercial, political, etc.) process.
Grading- assigning a score to a test or a composite set of recorded assessments,
usually by means of a letter (A through F).
Absolute Grading- a score on a test-takers performance is empirically
calculated by predetermined measures of achievement of learning objectives.
Relative Grading- also known as grading on the curve, in which a score on
a test-takers performance is compared to other test-takers and sometimes
altered to suit instructional needs.
High-Frequency Word- a word that appears most often in written and oral tests and
is part of the foundation of vocabulary knowledge that proficient users of the
language are required.
High-Stakes Test- an instrument that provides information on the basis of which
significant decisions are made about test-takers (e.g., admission to a course/school).
Holistic Scoring- an approach that uses a single general scale to give a global rating
for a test-takers language production.
Indirect Testing- an assessment method in which the test-takers are not required to
perform the target task.
Integrative Test- a test that treats language competence as a unified set of interacting
abilities of grammar, vocabulary, reading, writing, speaking, and listening.
Item Discrimination (ID)- a statistic used to differentiate between high and lowability test-takers.
Item Facility (IF)- a statistic used to examine the percentage of students who
correctly answered a given test item.
Item Response Theory- a measurement approach that uses complex statistical
modeling of test performance data to make generalizations about item characteristics.
Limited-Response Task- a task that requires only a few words or a phrase as the
answer.
Multiple-Choice Test- an assessment instrument in which items offer the test-taker a
choice among two or more listed options.
Norm-Referenced Test- a test in which each test-takers score is interpreted in
relation to a mean (average score), median (middle score), standard deviation (extent
of variance in scores), and/or percentile rank.
Objective Tests- tests that have predetermined fixed responses.
Pictured-Cued Items- test questions in which a visual stimulus serves to prompt a
response or in which the test-taker chooses, among visuals, a response that correctly
matches a spoken or written prompt.
Placement Test- a test meant to place a student into a particular level or section of
language curriculum or school.
Practicality- the extent to which resources and time available to design, develop, and
administer a test are manageable and feasible.
Prefabricated Language- ready-made sentence stems and whole sentences or
memorized chunks of sentences that provide models for the creation of new
sentences.
Primary-Trait Scoring- in a writing test, a single score indicating the effectiveness
of the text in achieving its primary goal.
Proficiency Test- a test that is not limited to any one course, curriculum or single
skill in the language but rather their overall global ability.
Real Writing- writing that is produced to convey meaning for an authentic purpose.
Reliability- the extent to which a test yields consistent and dependable results
Inter-rater- condition in which two or more scorers yield consistent scores

for the same test.
Intra-rater- condition in which the same scorer yields consistent scores
across all tests.
Student-Related- a learner-related issue such as fatigue, anxiety or physical
or psychological factors, which may make an observed score deviate from
ones true score.
Test Administration- consistencies in conditions in which the test is
administered.
Rubrics- statements that describe what a student can perform at a particular point on
a rating scale.
Schemata- background knowledge; cultural or world knowledge.
Selective Response- test items that require the test-taker to select rather than produce
a response such as true/false or multiple choice.
Standardized Tests- tests that presuppose certain standard objectives or performance
levels.
Standards-Based Assessment- measures that are used to evaluate student academic
achievement and to show that students have reached certain standards.
Stem- the stimulus or prompt for a multiple-choice question.
Subjective Tests- tests in which the absence of predetermined or absolutely correct
responses require the judgment of the teacher to determine correct and incorrect
answers.
Task- a set or subset of linguistic actions that accomplish a real-world purpose,
problem, or demand.
Task-Based Assessment- assessments that involve learners in actually performing the
behavior that one purports to measure.
Test- a method of procedure for measuring a persons ability, knowledge, or
performance in a given domain.
Test Bias- a feature of the test that advantages or disadvantages one subgroup in
comparison to another subgroup.
Top-Down Processing- comprehending language by first attending to the larger

elements (e.g., paragraphs, discourse, pragmatics) of language and then possibly
decomposing them into smaller units until the whole message has been processed.
Triangulation- using two or more performances on an assessment, or two or more
different assessments, to make a decision about a persons ability.
Validity- the extent to which in inferences made from assessment results are
appropriate, meaningful and useful in terms of the purpose of the assessment.
Concurrent- the extent to which results of a test are supported by other
relatively recent performance beyond the test itself.
Consequential- a tests impact, including such considerations as its accuracy
in measuring intended criteria, its effect on the preparation of test-takers, and
the (intended and unintended) social consequences of a tests interpretation
and use.
Construct- any theory, hypothesis, or model that attempts to explain observed
phenomena in ones universe of perceptions.
Content-Related- the extent to which a test actually samples the subject
matter about which conclusions are to be drawn.
Criterion-Based- the extent to which the linguistic criteria of the test (e.g.,
specified classroom objectives) are measured and implied predetermined
levels of performance are actually reached.
Face- the extent to which a test-taker views the assessment as fair, relevant,
and useful for improving learning.
Predicative- the extent to which results of a test are used to gauge future
performance.
Washback- the effect of assessments on classroom teaching and learning.

FL Assessment Portfolio

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

FL Assessment Portfolio

Transféré par

Droits d'auteur :

Formats disponibles

Assessment and Foreign Language

Experience: A Professional Portfolio

Speaking Language Skill

Understanding and Exploring Assessment in the

Foreign Language Classroom

Assessment in foreign language classrooms is essential in understanding if the

Artifact #1- Exam

Rational: This artifact is an example of a summative assessment because it

Reflection: I really like this assessment because it is straight an to the point,

Midterm Exam (de Pilar Blanco-Ruiz)

Answer in complete sentences. ( 20 pts)

Complete the following dialogues with the appropriate possessive

Claudia, T necesitas __________ libros y __________ lpiz? (your/your)

6. Teresa necesita ____________ cuadernos y ___________ horario de clases?

Write the following numbers in Spanish/ (5 pts)

1. El profesor ____________________________ en su cuaderno.

Megan Smith es de Norteamrica. Estudia antropologa en la UNAM en la Ciudad de

Translation. (10 pts).

(Write at least 6 simple and complete sentences. Use different verbs)

Artifact #2- Capitulo 3

Description: This is a chapter exam in a second level Spanish class. I created

Rational: This artifact is an example of a summative assessment because it

2. La gente lleve eso en su mueca para leer el tiempo.

6. El centro comercial ms grande de Caribe y est en Puerto Rico.

Parte II. Gramtica

Le _____________(dar) a mi amiga una pulsera para su cumpleaos.

Conjuga y elige con los verbos irregulares en el pretrito en las siguientes

(tener/saber) un problema. Fui a la panadera por la

maana con mi hermana. Cuando llegamos a casa, mi hermana no

Parte III. Cultura

2. Llevar la ropa bien o mal.

3. Ac es donde la gente puede comprar

sus cosas y van a las tiendas diferentes

5. Un instrumento importante para la

6. Se usa para cubrir la cara.

Parte IX. Escritura

summative assessment, is the process of evaluating the students on their learning

Artifact #1- Prueba

Description: This is a weekly quiz given to a first level Spanish class.

Rational: This artifact is an example of a formative assessment because it is a

Quiz#2 (de Pilar Blanco-Ruiz)

A. Conjugate the verbs

Modelo: Mi familia es de Espaa y Puerto Rico. Mi padre es espaol y mi madre es

Artifact #2- Practica

Description: This is an example of a worksheet that I would be giving to my

Rational: This artifact is an example of a formative assessment because it is a

Practica: Ser and estar

5. Hoy, Javier tiene muchas cosas en su habitacin y no puede ver el suelo.

Se usa para describir profesin. ______________

4. Imagina que t eres un periodista. Escribe usando un montn de detalles, Cmo

Artifact #3- La misma luna(2007)

Description: This is a Spanish movie that would be shown to my class in a

Rational: This artifact is an example of a formative assessment because it is a

Los actores/ caracteres

1. Explica los caracteres principales. Quin son?

Usted reaccin y respuesta

two aspects of language learning could be an in-class audio activity, or simply

A List of Performance-Based Assessments

Assessing the Language Skills

~Reading Language Skill~

Artifact #1- La Familia

Rational: This artifact is an example of a reading assessment because in order

I. Lea la siguiente y d las respuestas correctas despus.

Claudia, T necesitas libros y lpiz? (your/your)

6. Teresa necesita __ cuadernos y _ horario de clases?