Post Instructional Phase IX.

Summative Evaluation Written Test: The unit Stem Changing Verbs and Culture of Spain unit will be assessed with a traditional teacher-developed unit test. The test is comprehensive and builds from knowledge to synthesis level-the highest level of cognitive growth identified for the unit objective. Each item on the Table of Content Specifications for the unit is assessed; using varied test item formats (see Appendix C). An answer key is also attached. Alternative Assessment: The unit Stem Changing Verbs and Culture of Spain is designed to include an alternative summative assessment. Mini unit #4: Cultura de Espaa de la Unidad 4 en Lecciones 1 y 2 calls for students to work on an individual basis for a presentation on an original exhibit of art that the individual created (painting or picture) to compare to an original Spanish artists piece of art learned about in this unit. Students will explain the significance of Spanish art and how it has influenced Spanish culture today. Also, students will give their interpretations of what he/she thinks the Spaniards original intentions were for the interpretation of the piece of artwork. During the sequence of teaching Mini- unit #4 the teacher has distributed a handout that clearly sets forth the assignment and the standards to be used for evaluating it (see Appendix C, Entitled Spanish Art Exhibit and Presentation). Instruments for assessing the presentation are the following: exhibit rubric, oral presentation rubric, and Self-Evaluation form. 1. Exhibit Rubric The exhibit rubric sets forth the requirements for the exhibit, encompassing all criteria set forth in the unit objective and related sub-objective. (See Appendix C for a copy of the rubric).

2. Oral Presentation Rubric The oral presentation checklist sets forth the requirements for the oral presentation to be made by each individual about their Mini-unit #4 exhibit. A rubric already presented to the students during instruction is attached. See Appendix C for a copy of the rubric (It is combined with Exhibit Rubric). 3. Self-Evaluation Form Students will be asked to evaluate their own performance on the exhibit. Students will be asked to evaluate how they are managing their time in class (and out of class if necessary) to complete the assignment as well as their overall understanding of the assignment. It is the students responsibility to turn in their selfevaluation to the teacher at the end of the unit. X. Reflections Upon Unit Design, Instruction, and Student Outcomes 1. Reflections Upon Student Performance Upon completion of the unit, Stem Changing Verbs and Culture of Spain, ninth and tenth grade Spanish I students should be able to display mastery of the unit objectives on both the alternative assessments and the teacher-developed test at 80% mastery or better. The alternative assessment and test are designed to reach synthesis level, so mastery will need to be proven at this level. Because the content has been meticulously structured and chronologically presented with opportunities for feedback and correctives in each Mini-unit, students are offered multiple opportunities to practice tasks similar to those of the test and alternative assignments (homework, classwork, group work, grammar, and vocabulary quizzes). Students ought to be familiar with the format of the assessment as well as the content. 2. Reflections Upon Instructional Activities In each of the Mini-units of Stem Changing Verbs and Culture of Spain, ninth and tenth grade Spanish I students have been provided with ample amounts of graphic organizers, teacher models, and note guides to help during direct teaching. These strategies help students recognize and collect information about key concepts and key generalizations exhibited as well as

important vocabulary and grammatical rules. During guided practice, activities that directly practice this key information are implanted in each Mini-unit. These activities bolster direct presentation and aid the teacher in reflecting daily upon the class understanding of the material. Independent practice activities raise the level of student mastery of the new content to higher levels of application, analysis, and synthesis. These independent practice activities are similar in style and format to that of the assessment tasks and test items used at the end. 3. Reflection Upon Formative and Summative Assessment Each alternative assessment is guided by a checklist/rubric based upon unit criteria. These checklists/rubric are provided to students at the beginning of the unit with a thorough explanation. Because the students are aware of the teachers expectations for them, they can efficiently attain the expectations for achievement in the unit. Also, the graphic organizers, teacher models, and other scaffolding devices (i.e. note guides) direct students to demonstrate mastery of key criteria for the unit. XI. Completion of the Unit Plan Careful assembly of the unit plan and its appendices will enhance its readability, appearance, and usefulness. The completed appearance of your unit plane reflects your pride of ownership and sense of responsibility to those who will benefit from its use. The following standards should be your guide. 1. Bibliography A final bibliography of materials and resources usedi n the unit (minimum of 10) are listed in categories either in correct bibliographic form for your discipline or using American Psychological Association (APA) guidelines used for the field of education. These materials may include textbook Teacher Editions, supplementary texts and trade books, slides and resources used by the teacher in creating the unit as well as resources selected for use by students and teacher during the teaching of the unit.

2. Appendices Each appended artifact is given a title, identified according to a pre-determined coding system, referenced in the unit proper, displays uniform margins, and is of the highest classroom equality in appearance (has no shading or blurred edges). 3. Grammar and Mechanics The highest standards of mechanics (spelling, capitalization, punctuation) and grammar (tense agreement, sentence structure, pronoun/subject agreement, and formation of plurals and possessives) are maintained throughout the unit. 4. Organization and Binding The unit is bound with an illustrated cover and title page.

Appendix C C-1 Exhibit and Oral Presentation Rubric

Exhibit and Oral Presentation Rubric

Rubric: Spains Climate Zones

Writing Criteria Content Excellent (5) Good (4-3) Needs Work (2-0)

All 5 climate zones 4-3 climate zones are 2-1 climate zones are are labeled. labeled labeled.

Creativity/Neat- Map is creative and Map is creative and Map lacks creativity ness neat. Map consists relatively neat. Map and neatness. Map of 5 colors. consists of 3-4 colors. consists of 1-2 colors

Accuracy

Your map has few Your poem has some Your map has multiple Geographical errors geographical errors. geographical errors.

Oral Presentation

Student speaks with proper voice inflection and pronunciation.

Student speaks with very little voice inflection and pronunciation errors. Teacher can still understand student.