Summative Assessment- SCORING GUIDES & Rubrics

information from the text to explainthese details.information from the text to explainsome of these details.Organizational FeaturesIdentifies the organizationalfeature(s) of the text and providesan appropriate rationale.INTERPRETIVE COMPREHENSIONIdentifies the organizationalfeature(s) of the text; rationalemisses some key points.Guessing Meaning fromContextInfers meaning of unfamiliar wordsand phrases in the text. Inferencesare en the Lines)Infers and interprets the text’smeaning in a highly plausiblemanner.Infers meaning of unfamiliar wordsand phrases in the text. Most of theinferences are plausible althoughsome may not be accurate.Infers and interprets the text’smeaning in a partially completeand/or partially plausible manner.Author’s PerspectiveIdentifies the author’s perspectiveand provides a detailed justification.Identifies the author’s perspectiveand provides a justification.Cultural PerspectivesIdentifies culturalperspectives/norms accurately.Provides a detailed connection ofcultural products/practices toperspectives.Identifies some culturalperspectives/norms accurately.Connects cultural products/practicesto perspectives.QFI Workshop 2016from the text to explain these details. Oridentifies the majority of supportingdetails but is unable to provideinformation from the text to explainthese details.be unable to provideinformation from the text toexplain these details.Identifies in part the organizationalfeature(s) of the text; rationale may misssome key points. Or, identifies theorganizational feature(s) but rationale isnot provided.Infers meaning of unfamiliar words andphrases in the text. Most of theinferences are plausible although manyare not accurate.Makes a few plausible inferencesregarding the text’s meaning.Attempts to identify theorganizational feature(s) ofthe text but is notsuccessful.Identifies the author’s perspective butjustification is either inappropriate orincomplete.Identifies some culturalperspectives/norms accurately. Providesa minimal connection of culturalproducts/practices to perspectives.Inferences of meaning ofunfamiliar words andphrases are largelyinaccurate or lacking.Inferences andinterpretations of the text’smeaning are largelyincomplete and/or notplausible.Unable to identify theauthor’s perspective.Identification of culturalperspectives/norms ismostly superficial or lacking.And/or connection ofcultural practices/productsto perspectives is superficialor lacking.

PRESENTATIONAL SCORING GUIDE & Rubric: SPEAKINGTalk about your family’s daily routine in USA.APPROACHINGSTANDARD6,7 pointsChoice ofcontentCulturalUnderstandingExplanation ofIdeas andInformationOrganizationStage presenceFluencyVisual supportResponse toaudiencequestionsTotalQFI Workshop 2016MEETS STANDARD8 pointsSelects information and ideas that are appropriate for the purpose of thepresentation. Information is accurate.Anticipates vocabulary that audience may not know, and providesexplanation.Includes logical explanation of cultural elements and/or comparisons.Presents information and supporting details clearly, concisely, and logically:audience can easily follow the sequence of ideas.Meets all requirements for what should be included in the presentation.Has an interesting beginning to the presentation. Has a conclusion thatleaves a lasting impression. Time is used appropriately.Keeps eye contact with the audience; glances at notes as a reminder.Looks poised and confident. Wears appropriate clothing for thepresentation.Speaks clearly: not too quickly or slowly or too loudly or softly.Pronunciation and intonation make presentation easy to understand.Uses audio and visual aids to help audience understand the presentation.Integrates audio and visual aids smoothly.Answers questions clearly and completely.Admits “I don’t know” if need arises, and suggests possible places to findthe answer.ABOVESTANDARD9,10 points

PRESENTATIONAL SCORING GUIDE & Rubric: WRITINGScoreStrongPerformance10 - 9 pointsAm I understood?How rich is myvocabulary?How organized is mywriting?How are knowledge andunderstanding of theQFI Workshop 2016MeetsExpectations8 pointsApproachingExpectations7 pointsMy writing is clearly understood; the readerunderstands the writer’s intent without extraeffort. Errors do not interfere with themessage.My writing is generally understood; thereader may have to occasionally reread aphrase or sentence to understand. Errors donot interfere with message.I use a wide variety of familiar vocabularycorrectly, and appropriately incorporateseveral new expressions related to the currentunit of study.My ideas are presented in a very organizedand logical manner. My sentences are variedand interesting and I use transitions toconnect my thoughts.I use a variety of familiar vocabulary correctlyand appropriately, and incorporate somenew expressions related to the current unitof study.My writing is generallyunderstood; the reader has toreread the text to understand.Errors occur and do causeoccasional confusion for thereader.I use very familiar vocabularycorrectly; I may use a few newexpressions related to thecurrent unit of study.My ideas are presented in a logical manner.My sentences include some details, and usetransitions to connect my thoughts.My ideas are shared in a randomfashion. My sentences follow apredictable pattern.Comparisons between Arabic and Americanculture are accurate. Information about theArabic culture is accurately presented.Sources for the information are valid,including generally correct documentation.Comparisons between the Arabicand American culture areincomplete. Information aboutthe target culture is presentedand is generally correct. Sourcesfor the information may not allbe valid or accuratelydocumented.Comparisons between Arabic and Americanculture are detailed and accurate.Information about the French culture isaccurately presented. Multiple valid sourcesfor the information are accuratelydocumented.

target culturerepresented?TotalCompare your daily routine in USA, with a daily routine of a student in the Arab world countries.INTERPERSONAL SCORING GUIDE & RubricGive each student cards with information about families of other students, their goal is to match eachclassmate with his family card, by asking each other at least 5 questions.Move from:1 -3 - 5Move to:Uses English frequentlyUses the target language all the timeOnly responds when askedVolunteers comments related to the discussionAsks random questionsAsks follow-up questions related to what someone else saidGives short responsesGives responses with details, reasons, explanationsDominates the discussionInvites others to give their opinions, ideasQFI Workshop 2016

Repeats ideas that othersalready contributedAdds ideas, insights, additional information to make the discussion more interestingDoes not pay attention duringthe discussionActively listens to what others are sayingINTERPERSONAL RUBRICSTRONG PERFORMANCE10 9MEETS EXPECTATIONS8APPROACHES EXPECTATIONS7How well am Iunderstood?I am easily understood. My errors in speakingare minor and do not interfere withcommunication.I am understood most of the time. I may need torepeat or reword occasionally. My errors inspeaking do not interfere with communication.I am difficult to understand at times. I may ask for help expressingideas. Some errors may interfere with communication.How involved amI in theconversation?I ask a variety of relevant questions to keep theconversation going. I respond to questionsand/or add follow-up comments. I encourageothers to participate.I ask relevant questions to keep the conversationgoing. I respond to questions and/or make afollow-up comment. I am an equal participant inconversation.I ask a few relevant questions. I give simple or minimal answersto questions.How easily do Ideliver mythoughts?My conversation flows with few pauses.I pause but my hesitations seem natural. Icomplete my thoughts.I hesitate often and pauses are awkward. I have few or noincomplete thoughts.How do Idemonstrate thatI can correctlyuse the newvocabulary fromthe unit?I successfully use many new words andpersonal vocabulary related to the unit. Ielaborate to complete the task.I successfully use new words related to the unit tocomplete the task.I successfully use a few of the new words related to the unit topartially complete the task.QFI Workshop 2016

What culturalknowledge andunderstandingsdo I share?I add relevant information about the targetculture. I use cultural gestures and/orexpressions appropriately.QFI Workshop 2016I refer to relevant information about the targetculture. I may use cultural gestures and/orexpressions appropriately.I make limited or no references to the target culture. I may use acultural gesture or expression.

Main Idea Detection Identifies the com What is the movie about? plete main ideas(s) Identifies the key parts of the main ideas but misses some elements. Identifies some part of the main idea. May identify some ideas but they do not represent the main idea(s). Supporting Detail Detection Identifies the majority o List daily activities the family .