Assessment


 * Below you will find Performance based assessments that can be used for each unit as well as several scoring rubrics **

Performance Based Assessment UNIT 1
 * == New Student == ||
 * * A new student has transferred to your school, and you want to introduce yourself to make him/her feel welcome.
 * With a partner, prepare and present a brief dialogue between yourself and the new student. ||
 * * Give an appropriate greeting.
 * Introduce yourself and ask his/her name.
 * Ask where he/she is from.
 * Give an appropriate farewell. ||

Performance Based Assessment UNIT 2 > received at the last family reunion. Rather than frustrate her by telling her about everyone > pictured, identify at least 3 members of your immediate family including yourself, as well as 3 > members of your extended family with different relationships (i.e., aunt, or male cousin). || Student is given a group picture that represents a photo taken at a family gathering. Click for one possible image. M ost textbooks include such photos as well as the Internet. ||
 * == Exchange Student == ||
 * * Laila is a Moroccan exchange student who is attending your school for the entire year.
 * One night a week, your teacher has suggested that Laila spend a few hours in the home of a student in the class.
 * Tonight is your night for Laila to be a guest in your home!
 * To impress Laila with your knowledge of your family, you pull out the group picture that you
 * * For your immediate family, tell: the name, relationship to you, and age
 * For each extended family member, tell: the name, relationship to you, where he/she lives.
 * Ask Laila 3 questions about her family.
 * Teacher note:
 * Teacher note:

Performance Based Assessment UNIT 3
 * == Make-up work == ||
 * * You have been sick for two days, and your teachers have sent your assignments home.
 * Your classmate from Jordan has volunteered to pick up your assignments along with books, and other materials. ||
 * Give him specific instructions. Be sure to:
 * Review your class schedule
 * Tell him about any books and other school materials you will need (at least 5 items)
 * Describe your Science Teacher (male) and your Math Teacher (female)
 * Tell him where in the Arabic classroom he will find the things you need
 * Also be sure to thank him for doing this. ||
 * * Teacher Note: This could be a written or an oral assessment ||

Performance Based Assessment UNIT 4
 * == Title == ||

Performance Based Assessment UNIT 5
 * == Title == ||

Performance Based Assessment UNIT 6
 * == Title == ||

Scoring Rubric 1


 * ** 3 ** || ** Exceeds Expectations ** || ** 2 ** || ** Meets Expectations ** || ** 1 ** || ** Nearing Expectations ** || ** 0 ** || ** Incomplete / Unsatisfactory ** ||
 * || ~All required items were presented in the dialogue

~Errors in pronunciation rarely occur, but do not impede comprehension.

~Dialogue flows smoothly as if it were actually taking place in the real world. ||  || ~All required items were presented in the dialogue.

~Errors in pronunciation may occur, but do not impede comprehension.

~Dialogue may contain occasional hesitations. ||  || ~One or two required items are missing in the dialogue.

~Errors in pronunciation may occur that impede comprehension.

~Dialogue's flow is greatly interrupted by hesitations. ||  || ~No attempt was made to present the dialogue. or ~ student was unable to meet any of the requirements ||

Scoring Rubric 2


 * ** 3 ** || ** Exceeds Expectations ** || ** 2 ** || ** Meets Expectations ** || ** 1 ** || ** Almost Meets Expectations ** || ** 0 ** || ** Incomplete / Unsatisfactory ** ||
 * || All the required information is given.

Pronunciation is virtually error free and does not impede comprehension.

Free of grammar errors that impede comprehension. ||  || The majority of the required information is given.

Pronunciation errors do not impede comprehension.

Grammatical errors do not impede comprehension. ||  || Less than one half of the required information is given.

Pronunciation errors impede comprehension.

Grammatical errors impede comprehension. ||  || No—or virtually no—information is given.

Pronunciation is incomprehensible.

Grammatical errors make comprehension impossible ||