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Content Standards
Objective
To assess whether the student has, at a minimum, satisfactorily understood the materials and
contents included in the second unit of this course. The material includes vocabulary, specific
verbs, and an understanding of conjugations in order to move on to the next unit.
1
Unit 2 Exam
Name: Date:
Directions: Write the corresponding English cognate that matches the given Spanish vocabulary
word.
1. la computadora
2. el violín
3. el banco
4. el arte
5. el café
6. visible
7. ejemplo
8. honesto
9. el vocabulario
10. la televisión
2
Name: Date:
Directions: Use the correct conjugation of the verbs in the list to complete the following
sentences.
3
Name: Date:
Directions: List the English translation of the given verb. Then fill in the blank with the proper
conjugation.
(yo) (nosotros/as)
(tú) (vosotros/as)
(Ud./él/ella) (Uds./ellos/ellas)
(yo) (nosotros/as)
(tú) (vosotros/as)
(Ud./él/ella) (Uds./ellos/ellas)
4
Rationale/Discussion
In comparison to all the types of assessments that may be used to measure how the students are
progressing in this course, it was decided that the creation of reading guides and study guides
was the best possible approach for this material. Although other assessment strategies were
considered, the guides were selected primarily due to the limited content of this unit as it pertains
mainly to verb conjugations, vocabulary, and sentence structure. For example, since students will
not be focusing on reading comprehension of a certain text due to the fact that they are in the
beginning stages of learning a new language, it was only logical to create guides that could assist
them in the process of learning new vocabulary. For example, the first page of this unit exam
tests the students on words that contain striking similarities between English and Spanish. This
not only allows for the students to make connections with relative ease, but also encourages them
to realize that their vocabulary in Spanish is already larger than they previously believed.
Furthermore, providing the cognates on the first page of the exam allows for a proper warm up as
the exam evolves into more challenging exercises as the pages follow. The material used to
create the unit exam above is also very similar to the exercises and guides provided over the
course of the unit. In other words, there are not any surprises on this test, especially if the
students were following along during class activities and engaging with the material that had
been provided for them over the course of the unit.
References:
California Department of Education. (2009). World Language Content Standards for California
https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
McKenna, M. C. & Robinson, R. D. (2014). Teaching through text: Reading and writing in the
content areas, (2nd ed.). Upper Saddle River, New Jersey: Pearson, Inc.