Comprehensive Written and Oral Exam Rubrics: by vuqhd9p

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									                  Comprehensive Written and Oral Exam Rubrics:
                      Senior Seminar in Spanish: SPA 380

I. Written Comprehensive Exam in Spanish

Task: Written Comprehensive Exam in Spanish, which is part of the capstone experience
in the Spanish major. The Written Exams will demonstrate presentational writing in
Spanish that is based on the interpretative reading of literary texts and other related
cultural manifestations. In addition to analysis of content and development of details, the
Written Exams are a showcase for the connection of cultural, historical, social, and
literary ideas through time.


Standards Met:
  Standard 1.a.: Demonstrating Language Proficiency. Candidates demonstrate a
       high level of proficiency in the target language, and they seek opportunities to
       strengthen their proficiency.

 Standard 2.b: Demonstrating Understanding of Literary and Cultural Texts and
      Traditions. Candidates recognize the value and role of literary and cultural texts
      and use them to interpret and reflect upon the perspectives of the target cultures
      over time.



CONTENT
Target         - Answers directly and thoroughly all parts of the questions
50-45          - Develops ideas with elaboration and contextualization
               - Provides and explains relevant examples/detail to support thesis
               - Analysis is correct and on-target within scope of questions

Acceptable     - Answers directly and thoroughly a majority of the questions
44-35          - Develops most ideas with elaboration and contextualization, but
                       some key ideas are listed rather than defined
               - Provides some relevant examples/details, but some thesis ideas
                       are not supported with examples
               - Analysis is generally correct and on-target within scope of
                       questions, but some content errors and unsupportable
                               generalizations are noted

Unacceptable - Answers indirectly and incompletely the questions, and/or does
Below 35                     not address the specific questions
             - Develops few/no ideas with elaboration and contextualization
             - Provides few/no examples/details to support thesis ideas
             - Content is incorrect with grave errors and unsupportable stereo-
                     typical generalizations are noted
                                                                                            2


ORGANIZATION:
Target:   - Highly fluent and coherent
15-14     - Clear, forward-moving line of reasoning
          - Parts of essay tightly cohesive and effectively arranged for aim/purpose
          - Question answered in a clear and organized manner
          - Overall, essay flows smoothly with clear transitions, has a formal
                  structure; main ideas well stated and organized
          - Readily comprehensible, requiring no interpretation on reader's part

Acceptable:    - Generally fluent and coherent
13-12          - Occasional problems w/paragraphing & sequencing between essay parts
               - Occasional problems with transitions, but the main ideas are present
               - Logical progression of ideas but often lacks transitions
               - Paragraph-length discourse, variety of transitional words and phrases
               - Comprehensible, requiring minimal interpretation on reader's part

Unacceptable: - Serious and frequent problems with fluency and coherence
Below 12      - Lack of organization is apparent throughout the essay
              - Numerous lapses in logical sequencing and lack of cohesion between
                      parts of the essay
              - Essay is a series of separate and disjointed sentences with no transition
                      or formal structure; ideas are confused or disconnected
              - No or almost no transitional words and phrases




SYNTAX
Target         - Uses a variety of simple, compound and complex sentences accurately
20-18          - Demonstrates excellent control of a wide range of grammatical
                       structures
               -Very few, if any, basic errors such as subject-verb or gender agreement

Acceptable     - Uses mostly simple and compound sentences with few structural errors,
17-14                 or attempts complex sentences with errors that do not affect
                      comprehensibility
               - Demonstrates overall control of basic grammar such as subject-verb or
                      gender agreement, with occasional errors resulting from careless
                      proof-reading.

Unacceptable - Demonstrates little or no control of complex sentence structure
Below 14     - Numerous basic grammatical errors such as subject-verb or gender
                     agreement
             - Errors frequently affect comprehensibility
                                                                                            3


VOCABULARY
Target   - Uses appropriate and varied vocabulary
10-9     - Rich variety of Spanish idioms
         - Influence of English not apparent

 Acceptable   - Usually uses appropriate vocabulary with some variety
8-7           - Occasional appropriate use of Spanish idioms
              - Some errors in usage that do not affect the message

Unacceptable - Uses only elementary vocabulary
Below 7      - Creates nonexistent words or uses words in English
             - Translates English idioms verbatim



MECHANICS
Target    - Good control of mechanics
5-4       - Very few errors of spelling, capitalization, punctuation, indentation for
                  paragraphs

Acceptable    - Fair control of mechanics
3-2           - Few errors of spelling (including plurals, past-tense forms, possessives,
                      contractions), capitalization, punctuation, indentation for
                      paragraphs

Unacceptable - Very poor control of mechanics
Below 2      - Many errors of spelling (including past-tense forms, possessives,
                    contractions), capitalization, punctuation, indentation for
                    paragraphs
                                                                                              4


                   Comprehensive Written and Oral Exam Rubrics:
                       Senior Seminar in Spanish: SPA 380

II. Oral Comprehensive Exam in Spanish

Task: The Oral Comprehensive Exam in Spanish, part of the capstone experience in the
major, is an extemporaneous presentational communication by the student after the
written comprehensive exam is taken.


Standards met:
 1.a. Demonstrating Language Proficiency: Candidates demonstrate a high level of
       proficiency in the target language, and they seek opportunities to strengthen their
       proficiency.

 2.b. Demonstrating Understanding of Literary and Cultural Texts and Traditions.
       Candidates recognize the value and role of literary and cultural texts and use them
       to interpret and reflect upon the perspectives of the target culture over time.


CONTENT (20)
18-20. Target: Superior completion of the task; content is rich; ideas developed with
       elaboration and detail.

16-17. Acceptable/High: Completion of the task; content is appropriate; ideas
       adequately developed with some elaboration and detail.

14-15. Acceptable/Low: Partial completion of the task; content is somewhat adequate
       and mostly appropriate; basic ideas expressed but very little elaboration or detail.

Below 14. Unacceptable: Minimal completion of the task; content is frequently
      undeveloped and/or somewhat repetitive.


COMPREHENSIBILITY OF MESSAGE (20)
18-20. Target: Content readily comprehensible, requiring no interpretation;
       pronunciation enhances communication.

16-17. Acceptable/High: Content comprehensible, requiring minimal interpretation;
       pronunciation does not interfere with communication.

14-15. Acceptable/Low: Content mostly comprehensible, requiring interpretation;
       pronunciation may occasionally interfere with communication.

Below 14. Unacceptable: Content barely comprehensible, requiring frequent
      interpretation; pronunciation may frequently interfere with communication.
                                                                                      5




FLUENCY (20)
18-20. Target: Speech sustained throughout with few pauses or stumbling.

16-17. Acceptable/High: Speech sustained most of the time; some hesitation but
       manages to continue and complete thoughts.

14-15. Acceptable/Low: Speech choppy and/or slow with frequent pauses; few or no
       incomplete thoughts; some sustained speech.

Below 14. Unacceptable: Speech halting and uneven with long pauses or incomplete
      thoughts; little sustained speech.




VOCABULARY (20)
18-20. Target: Wide range of vocabulary; use generally accurate and appropriate,
       including some idiomatic expressions.

16-17. Acceptable/High: Varied range of vocabulary, both thematic and general; use
       generally accurate and appropriate; a few idiomatic expressions.

14-15 Acceptable/Low: Limited range of thematic vocabulary; use sometimes inaccurate
       and/or inappropriate.

Below 14. Unacceptable: Inadequate and/or inaccurate use of thematic vocabulary.




LANGUAGE CONTROL/LEVEL OF DISCOURSE (20)
18-20. Target: Control of basic language structures with occasional use of advanced
       language structures; variety of complete sentences and of cohesive devices;
       emerging paragraph-length discourse.

16-17. Acceptable/High: Control of basic language structures; variety of complete
       sentences and of cohesive devices.

14-15. Acceptable/Low: Emerging control of basic language structures; emerging
       variety of complete sentences; some cohesive devices.

Below 14. Unacceptable: Emerging use of basic language structures; use of complete
      sentences with few cohesive devices.

								
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