Assessment Guide

Spanish 1

ASSESSMENT GUIDE

Student Learning Objective

Student Learning Objectives DESCRIPTION Houston County developed SLOs are content-specific, grade level learning objectives that are measureable, focused on growth in student learning, and aligned to curriculum standards. As a measure of teachers’ impact on student learning, SLOs give educators, school systems, and state leaders an additional means by which to understand, value, and recognize success in the classroom. The primary purpose of SLOs is to improve student learning at the classroom level. An equally important purpose of SLOs is to provide evidence of each teacher’s instructional impact on student learning.

Essential SLO Components Data Driven Process Student Learning Objectives require that teachers, principals, and system pay close attention to the annual academic progress made by students in non-tested subjects. Houston County developed growth targets within SLOs are determined using baseline data, previous data, or data trends and are the foundation of the SLO process. Before writing SLO growth targets, Houston County teachers should analyze assessment and other qualitative data to inform decisions. Aligned with curriculum standards SLOs must correlate with the Georgia Performance Standards (GPS), Common Core Georgia Performance Standards (CCGPS), or other national standards for the course being taught. District-selected standards should warrant the year-long or course-long focus of the students and teachers. They should be rigorous, measureable, and should deepen and extend knowledge for all students in the class/group/course. Each SLO must specify the exact course, subject, grade level, and set of standards for which it was designed. Scope of SLOs Houston County SLOs address a prioritized set of standards. Teachers are expected to teach all of the standards for the course and not exclude standards not assessed in the SLO. Interval of instructional time LEAs determine the pre and post assessment administration windows for each SLO. SLOs should be written for the entire length of the course being taught. For the majority of teachers, the instructional period is the full academic year. However, for teachers with courses that span only part of the academic year, the instructional period will be the duration of that course (e.g., a semester, six weeks, or nine weeks). The interval cannot change once approved. Assessments and measures An assessment measures student learning of the chosen standards. Appropriate measures of student growth differ substantially based on the learners’ grade level and content area. Therefore, the type and format of assessments will vary.

ASSESSMENT GUIDE The Student Learning Objective Assessment Guide is provided to acquaint Georgia educators and other stakeholders with the structure and content assessed by the assessments. Importantly, this guide is not intended to inform instructional planning. It is essential to note that there are a small number of content standards that are better suited for classroom or individual assessment rather than large-scale summative assessment. While those standards are not included in the tests, and therefore are not included in this Assessment Guide, the knowledge, concepts, and skills inherent in those standards are often required for the mastery of the standards that are assessed. Failure to attend to all content standards within a course can limit a student’s opportunity to learn and show what he or she knows and can do on the assessment. The Student Learning Objective Assessment Guide is in no way intended to substitute for the state-mandated content standards; it is provided to help educators better understand the structure and content of the assessment, but it is not all-encompassing of the knowledge, concepts, and skills covered in the course or assessed on the test. The state-adopted content standards and associated standards-based instructional resources, such as the Content Frameworks, should be used to plan instruction. This Assessment Guide can serve as a supplement to those resources, in addition to any locally developed resources, but should not be used in isolation. In principle, the Assessment Guide is intended to be descriptive of the assessment program and should not be considered all-inclusive. The stateadopted content standards are located at www.georgiastandards.org.

CONTENT MEASURED

The Student Learning Objective assessment will assess the standards that are enumerated for the course as described on www.georgiastandards.org. The approximate proportional number of points associated with each standard is shown in the following table. A range of cognitive levels will be represented on the assessment. Educators should always use the content standards when planning instruction. Standards MLI.IP1 The students exchange simple spoken and written information in the target language, utilizing cultural references where appropriate. MLI.IP2 The students demonstrate skills necessary to sustain brief oral and written exchanges in the target language. MLI.INT1 The students demonstrate understanding of simple spoken and written language presented through a variety of media in the target language and based on topics such as self, family, school, etc. MLI.CU1 The students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken. MLI.CCC1 The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another. MLI.CCC2 The students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students’ own culture

Number of Items 10 4 33 2 2 1

The Spanish 1 SLO Assessment covers Units 1-6 on the Houston County Spanish 1 World Language Curriculum Map. Vocabulary Topic Grammar Topic Standard Unit 1 Alphabet and pronunciation Subject pronouns MLI.IP1 Geography MLI.IP2 Greetings MLI.INT1 Introductions MLI.CU1 Farewells MLI.CCC1 Origin MLI.CCC2 Numbers 0-31 Days of the week Unit 2 People Subject pronouns MLI.IP1 Professions Ser + de MLI.IP2 Greetings extended Gustar + infinitive MLI INT1 Expressing likes with basic activities Estar conjugation MLI.CU1 Describing self and others Definite articles MLI.IP1 Appearance Indefinite articles MLI.IP2 Personality Noun/Adjective agreement MLI.INT1 Features Clothing Colors Interrogatives (introduced) Describe family Tener conjugation MLI.IP1 Discuss age Dates MLI.IP2 Numbers Possessive adjectives MLI.INT1 Months & dates De for possession MLI.CU1 MLI.CCC2 Unit 3 Describe classes Adverbs of frequency MLI.IP1 Identify class objects Phrase of obligation Tener que + infinitive MLI.IP2 Adverbs of frequency Present tense -ar verb conjugation MLI.INT1 MLI.CU1

Describe schedules Time Requesting food

Ir + a + place Estar + location

Discussing plans Sequencing events Activities Places Unit 4 Leisure time Extending invitations Phone and messaging Feelings

Present tense –er and –ir verb conjugation Irregular yo form verbs (conocer, hacer, oír) Simple future (ir + a + infinitive)

Sports Expressing preferences

Unit 5 Weather Clothing and accessories State an opinion Unit 6 City Transportation Directions Making purchases & shopping Bargaining

MLI.IP1 MLI.IP2 MLI.INT1 MLI.CU1 MLI.CCC1 MLI.CCC2 MLI.IP1 MLI.IP2 MLI.INT1

Estar + adjectives (feelings) Ser v Estar Venir + de The just phrase acabar + de + infinitive Expand on gustar Jugar conjugation Present tense e-ie verb conjugation Making comparisons Saber v Conocer

MLI.IP1 MLI.IP2 MLI.INT1

Tener expressions Present progressive Direct object pronouns and placement

MLI.IP1 MLI.IP2 MLI.INT1 MLI.CCC1

Decir conjugation Prepositional phrases of location Regular and irregular informal affirmative commands Present tense o-ue verb conjugation Indirect object pronouns and placement

MLI.IP1 MLI.IP2 MLI.INT1 MLI.IP1 MLI.IP2 MLI.INT1 MLI.CU1 MLI.CCC1 MLI.CCC2

MLI.IP1 MLI.IP2 MLI.INT1 MLI.CU1 MLI.CCC2

ITEM TYPES Student Learning Objective assessments consist of selected-response items. A selected-response item, sometimes called a multiplechoice item, is defined as a question, problem, or statement that appears on a test followed by several answer choices, sometimes called options or response choices. The incorrect choices, called distractors, usually reflect common errors. The student’s task is to choose, from the alternatives provided, the best answer to the question posed in the stem (the question).

DEPTH OF KNOWLEDGE DESCRIPTORS Items found on the Student Learning Objective assessments are developed with a particular emphasis on cognitive complexity or Depth of Knowledge (DOK). DOK is measured on a scale of 1 to 4 and refers to the level of cognitive demand required to complete a task (or in this case, an assessment item). The higher the level, the more complex the item; however, higher levels do not necessarily mean more difficult items. For instance, a question can have a low DOK but a medium or even high difficulty level. Conversely, a DOK 4 question may

have a low difficulty level but still require a great deal of cognitive thinking (e.g., analyzing and synthesizing information instead of just recalling it). The following descriptions and table show the expectations of the four DOK levels in greater detail. Level 1 (Recall of Information) generally requires students to identify, list, or define, often asking them to recall who, what, when, and where. Consequently, this level usually asks students to recall facts, terms, concepts, and trends and may ask them to identify specific information contained in documents, excerpts, quotations, maps, charts, tables, graphs, or illustrations. Items that require students to “describe” and/or “explain” could be classified at Level 1 or Level 2 depending on what is to be described and/or explained. A Level 1 “describe” and/or “explain” would require students to recall, recite, or reproduce information. Level 2 (Basic Reasoning) includes the engagement of some mental processing beyond recalling or reproducing a response. A Level 2 “describe” and/or “explain” would require students to go beyond a description or explanation of recalled information to describe and/or explain a result or “how” or “why.” Level 3 (Complex Reasoning) requires reasoning, using evidence, and thinking on a higher and more abstract level than Level 1 and Level 2. Students will go beyond explaining or describing “how and why” to justifying the “how and why” through application and evidence. Level 3 questions often involve making connections across time and place to explain a concept or “big idea.” Level 4 (Extended Reasoning) requires the complex reasoning of Level 3 with the addition of planning, investigating, applying significant conceptual understanding, and/or developing that will most likely require an extended period of time. Students should be required to connect and relate ideas and concepts within the content area or among content areas in order to be at this highest level. The distinguishing factor for Level 4 would be a show of evidence, through a task, a product, or an extended response, that the cognitive demands have been met. The following table identifies skills that students will need to demonstrate at each DOK level, along with question cues appropriate for each level. Level Skills Demonstrated Question Cues Level 1 Make observations Tell what, when, or where Recall of Recall information Find Information Recognize properties, patterns, processes List Know vocabulary, definitions Define Know basic concepts Identify; label; name Perform one-step processes Choose; select Translate from one representation to another Read from data displays Identify relationships Order Level 2 Apply learned information to abstract and real life situations Apply Basic Use methods, concepts, theories in abstract and real-life situations Complete Reasoning Perform multi-step processes Describe Solve problems using required skills or knowledge (requires more than Explain how; demonstrate habitual response) Construct data displays Make a decision about how to proceed Construct; draw Identify and organize components of a whole Analyze Identify/describe cause and effect Extend Recognize unstated assumptions, make inferences Connect Interpret facts Classify Compare or contrast simple concepts/ideas Arrange Compare; contrast Level 3 Solve an open-ended problem with more than one correct answer Plan; prepare Complex Generalize from given facts Relate knowledge from several sources Predict Reasoning Draw conclusions Create; design Make predictions Ask “what if?” questions Translate knowledge into new contexts Generalize Compare and discriminate between ideas Justify; explain why; support; convince Assess value of methods, concepts, theories, and processes Assess Make choices based on a reasoned argument Rank; grade Verify the value of evidence, information, numbers, data Test; judge Recommend Select Conclude

Level 4 Extended Reasoning

Analyze and synthesize information from multiple sources Examine and explain alternative perspectives across a variety of sources Describe and illustrate how common themes are found across texts from different cultures Combine and synthesize ideas into new concepts

Design Connect Synthesize Apply concepts Critique Analyze Create Prove

EXAMPLE ITEMS Example Item 1 DOK Level 1: MLI.INT1 The students demonstrate understanding of simple spoken and written language presented through a variety of media in the target language and based on topics such as self, family, school, etc. La familia Morelos vive en ______. A un correo B un hombre C una casa D una falda Correct Answer: C The correct answer is C. The question states where the family lives. Choices A and C are places. Choices B and D are other nouns that do not name places. Of choices A and C, only C names a place where a person would live. Example Item 2 DOK Level 2: MLI.IP1 The students exchange simple spoken and written in formation in the target language, utilizing cultural references where appropriate. Hoy es martes y son las tres. Estás en la clase y la escuela acaba de terminar. ¿Cómo respondes a tu profesor? A Bueños días B Hasta mañana, señora C Mucho gusto D Nos vemos Correct Answer: B The correct answer is B. The question gives some basic information necessary: day and time of day. Since you are asked how you respond to your teacher, the appropriate response must be farewell vocabulary that is formal. Choice A is a greeting. Choice B and choice D include farewell vocabulary, however, only choice B is a formal response. Example Item 3 DOK Level 1: MLI.INT 1 The students exchange simple spoken and written in formation in the target language, utilizing cultural references where appropriate. Julia: ¿Qué pasa, Pablo? ¿Qué vas a hacer hoy después de la escuela? Pablo: ¡Hola, Julia! Estoy muy bien. Bueno, hoy después de clases, primero tengo que cuidar a mi hermano. Después voy a andar en patineta con Jorge a las cinco. Luego voy a caminar con el perro. ¿Y tú? ¿Qué vas a hacer hoy? Julia: Pues, primero voy a tomar una merienda porque tengo mucha hambre y después voy a leer una revista. Finalmente, voy a hablar con Carolina por teléfono. Pablo: ¡Qué bueno! ¿Quién anda en patineta? A Julia y Carolina B Jorge y Julia C Carolina y Pablo D Jorge y Pablo Correct Answer: D The correct answer is D. According to the reading selection, Pablo will skateboard with Jorge at five o’clock.

ADDITIONAL SAMPLE ITEMS This section has two parts. The first part is a set of 10 sample items. The second part contains a table that shows for each item the standard assessed, the DOK level, the correct answer (key), and a rationale/explanation about the key and distractors. Item 1 --¿Cómo se llama tu mama? --________Juanita. A Me llamo B Se llama C Te llamas D Me llama Item 2 Yo tengo catorce años. Mi hermana tiene diecisiete años. Yo soy ________ que mi hermana. A major B mayor C menor D peor Item 3 Where is Honduras located? A North America B South America C Central America D The Carribbean Item 4 Sr. Jimenez: Buenas tardes. Estudiante: ________. A Hola, Señor Jimenez B ¿Qué tal? C Buenas noches D ¿Cómo estás? Item 5 El deporte nacional de Puerto Rico es ________. A baloncesto B fútbol americano C voleibol D béisbol Item 6 No me gusta ________. A bailo B correr C estudia D trabajas Item 7 Yo ________ a practicar deportes A voy B vas C van D vamos

Item 8 --Tengo mucha sed. --________ agua. A beber B bebo C bebe D bebes Item 9 --¿Como las enchiladas? --!Sí, ________. A las comes B las come C cómelas D cómeslas Item 10 -¿Cuál camiseta prefieres? --Prefiero la camiseta ________. A anaranjado B amarillas C rojo D azul

Additional Sample Item Keys Item

Standard

1

MLI.IP1 MLI.IP2 MLI.INT1 MLI.CCC1 MLI.IP1 MLI.CU1 MLI.INT1 MLI.INT2 MLI.INT1 MLI.IP1 MLI.IP1 MLI.INT1 MLI.INT2 MLI.INT1

2 3 4 5 6 7 8 9

10

DOK Level 1

Correct Answer B

Explanation

2 1 1 1 2

C C A D B

1 1 2

A C C

1

D

Choice C is the correct vocabulary to say younger. Choice C tells which region Honduras is located in. Choice A is the only formal greeting response. Choice D is the national sport of Puerto Rico. Choice B is the correct response because if gustar (an already conjugated verb) is followed by another verb, it must be in the infinitive form. Choice A is the correct conjugation for 1st person singular. Choice C is the correct answer for an informal affirmative command. Choice C is the correct response for an informal affirmative command with direct object pronoun. The command form is in the 3rd person singular with the attached feminine plural direct object pronoun. The accent is correctly placed on the stressed syllable. Choice D is the only response that agrees with the noun (camiseta) in number and gender (feminine singular).

Choice B is the only response for the 3rd person.

Resources - Sample items adapted from McDougal Littell En Español Level 1