Assessment

Assessment

Students will receive the ultimate amount of points if they show that they have mastered the new vocabulary of the lesson, which they will need in order to translate the menu. **__Rubric for Menu Translation__**
 * __Accuracy in Translation-__** Points in this category will be determined on how well the student has translated the menu text into Spanish. All vocabulary must be used correctly in the text and sentence structure must be correct to what has been reviewed and taught in class. I will not lower grades or take points off for grammar structures done incorrectly or errors that have not been taught or presented in class. If the student wants to try to form a new structure and it turns out that there are errors in there, I will not deduct points for that. **30% of total grade for this portion of the project.**


 * __Accuracy in Preparatory Activities-__** Students must show through their worksheets and other preparatory activities that they are learning the new material through performance on their worksheets. Grades for this portion will be determined through evaluation on how well the students complete the worksheets in the number of words they have correct or incorrect. **30% of total grade for this portion of the project.**


 * __Cooperation in group portion of assignment-__** Students will also be evaluated and graded on how well they work in group settings. This will be determined through teacher observation in the classroom. The teacher will be observing how fairly the group tasks are distributed, how well students are interacting, and the results of the group portion that is presented in the classroom discussion that follows before beginning the actual menu translation. **20% of total grade for this portion of the project.**


 * __Class participation in discussion regarding the menu translation-__** Students will be graded on how well they interact in the classroom discussion about their findings on new vocabulary and what they have learned in their group interactions. Students will be graded on their participation and how much new information they present to the class. **20% of total grade for this portion of the project.**

**__Effectiveness of bargain -__ ** Student will be evaluated on their real bargain skills. The better bargainer will get a higher score. Teacher uses a rubric to rate student experience as “exemplary,” “proficient,” “partially proficient” or “incomplete” for the following categories: recall of concepts, ability to understand, effectiveness of bargain skills, troubleshooting skills, and learning attitude. **1/3 of total grade for this portion of the project.**

|| ** Exemplary ** || ** Proficient ** || ** Partially Proficient ** || ** Incomplete **
 * ** ACTIVITY **

|| ** POINTS **

|| Student accurately recognizes the language taught in classroom verbally and visually, use meaningful idioms effectively, pronounce words correctly. || ** 10 points ** Student recognizes about 2/3 language taught in classroom verbally and visually, can use some meaningful idioms effectively, pronounce about 2/3 words correctly. || ** 5 points ** Student recognizes at least 1/3 language taught in classroom verbally and visually, fail to use meaningful idioms effectively, pronounce at least 1/3 words correctly. || ** 0~5 points ** Student recognizes less than 1/3 language taught in classroom verbally and visually, fail to use meaningful idioms effectively, pronounce less than 1/3 words correctly. || || Student is capable of understanding the offers and negotiations without using any body language or tools (like calculator). || ** 10points ** Student is capable of understanding at least 2/3 of the offers and negotiations without using any body language or tools (like calculator). || ** 5 points ** Student is capable of understanding at least 1/3 of the offers and negotiations with some body language or tools (like calculator). || ** 0~5 points ** Student is incapable of understanding at least 1/3 of the offers and negotiations with some body language or tools (like calculator). || || Information taught in classroom is properly used so that the bargain is successful. Student get real bargain in this field trip. All prices are clearly identified and negotiate down successfully throughout the trip. || ** 20 points ** More than 2/3 of the information taught in classroom is properly used so that the bargain is successful. Prices are negotiated down successfully throughout the trip. || ** 15points ** Around 1/3 of the information taught in classroom is properly used so that the bargain is somehow successful. Prices are negotiated down a little bit. || ** 0~15points ** Less than 1/3 of the information taught in classroom is properly used so that the bargain not a success. Prices are negotiated down a little bit. || || Student speaks in a logical way with courtesy. Bargain effectively, speak appropriately. Student does not use too much body language. || ** 10 points ** Student speaks in a comparatively logical way with courtesy. Bargain effectively, speak appropriately. Student uses some inappropriate body language during the bargain. || ** 5 points ** Student speaks in a somehow illogical way without courtesy. Bargain effectively, speak inappropriately. Student uses inappropriate body language during the bargain. || ** 0~5 points ** Student speaks in a illogical way with no courtesy. Bargain ineffectively and speak inappropriately. Student uses a lot of inappropriate body language during the bargain. || || Student sees the problems and come up with solutions. Bargain is a success. || ** 3~4 points ** Student sees the problems and come up with some solutions. Bargain is not very successful. || ** 1~3 points ** Student sees some of the problems and come up basically with no solutions. Bargain is not successful. || ** 0 points ** Student can not sees any problems and come up no solutions. Bargain is not successful. || || Student is self-motivated, ready to take the challenges. || ** 3~4 points ** Student is motivated, but fears to take the challenges. || ** 1~3 points ** Student is not motivated, reluctant to take the challenges. || 0 points Student is not motivated, and refuses to take the challenges. || || All grammar and spelling are correct. Addresses more than one real issue directly related to findings. Presents easy-to-follow steps which are logical and adequately detailed. Presents a logical explanation for findings and addresses most of the questions. || ** 15 points ** Most grammar and spelling are correct. Addresses at least one real issue directly related to findings. Presents steps which are logical and adequately detailed. Presents explanation for findings and addresses most of the questions. || ** 10 points ** There are some mistakes in grammar and spelling. Addresses at least one real issue during the field trip. Presents steps which leads to solution. Presents explanation for some findings and addresses some of the questions. || ** 0~5 points ** There are more than 10 mistakes in grammar and spelling. Fail to addresses any real issues during the field trip. Fail to present any solutions to the issues. || || Students will earn some extra credits if they also learning some culture and customs.
 * Recall the contents || ** 15 points **
 * Ability to understand || ** 15 points **
 * Bargain skills & effectiveness of bargain || ** 25 points **
 * Courtesy and communication skills  || ** 15 points **
 * Trouble shooting skills || ** 5 points **
 * Learning attitude || ** 5 points **
 * Reflection writing || ** 20 points **


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Ideas/Research Questions || Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research. || Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research. || Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research. || Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research. ||
 * Group Timeline || Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline. || Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline. || Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline. || Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline. ||
 * Delegation of Responsibility || Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. || Each student in the group can clearly explain what information s/he is responsible for locating. || Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. || One or more students in the group cannot clearly explain what information they are responsible for locating. ||
 * Plan for Organizing Information || Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. || Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. || Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan. || Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan. ||
 * Quality of Sources || Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas. || Researchers independently locate at least 2 reliable information sources for EACH of their ideas. || Researchers locate at least 2 reliable information sources for EACH of their ideas. || Researchers locate at least 2 reliable information sources for EACH of their ideas . ||

Strategies in assessment of unit:
 * Participation in interactive activities, such as the field trip
 * Ability to cooperate in a group setting
 * Ability to recall previously learned vocabulary and grammatical structures