Appendix E: Assessment Blackline Masters

_____________________________________________________________________________

A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–1

Appendix E: Assessment Blackline Masters Self-Assessment Checklist ......................................................................................... E–2

Self-Assessment Rating Scale ................................................................................... E–4

Peer-Assessment Checklist ........................................................................................ E–6

Self-Assessment Checklist and Goal-Setting .......................................................... E–8

Long-Term Goal-Setting ............................................................................................ E–10

Anecdotal Notes ........................................................................................................ E–12

Observation Checklist ............................................................................................... E–14

Checklist and Comments 1 ...................................................................................... E–16

Checklist and Comments 2 ...................................................................................... E–18

Rating Scale 1 ............................................................................................................. E–20

Rating Scale 2 ............................................................................................................. E–22

Rating Scale 3 ............................................................................................................. E–24

Rubric ........................................................................................................................... E–26

Rubric and Checklist .................................................................................................. E–28

________________________________________________________________________________ E-2 K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s

Self-Assessment Checklist

Name: Udo Klasse: 3 Datum: d e r 2 . M ä r z

Ich kann … Ja! Noch nicht

talk about how German words and English words are sometimes similar

tell when someone has not understood what I have said

use gestures to help myself made understood

ask for help when I am stuck

make mistakes in German and not get discouraged

check over my work to fix mistakes

Note: This sample self-assessment checklist allows students to indicate their ability to perform

various criteria.

_____________________________________________________________________________


Self-Assessment Checklist

Name: Klasse: Datum: Ich kann … Ja! Noch

nicht


Self-Assessment Rating Scale

Name: Sophia Klasse: 2 Datum: der 3. März

Ich kann Nie Manchmal Meistens Immer

• tell someone I’m happy

•

• tell someone I’m sad

•

• tell someone I’m tired

•

• tell someone I’m angry

•

• show someone I’m surprised

• _____________________________

• ______________________________

Note: This self-assessment rating scale demonstrates how students can assess their performance as it relates to particular outcomes. The teacher decides whether or not to follow up with other activities, such as goal-setting.

_____________________________________________________________________________


Self-Assessment Rating Scale

Name: Klasse: Datum:

Ich kann Nie Manchmal Meistens Immer

•

•

•

•

•

•

•

•

•


Peer-Assessment Checklist

Name: Nicole Klasse: 3 Datum: d e r 3 . M ä r z

Mein Partner / Patnerin Janelle Aufgabe: Geschichte “Mein Familie”

Mein Partner/Meine Partnerin kann … Ja! Noch nicht

write a short story in German about her family

write a sentence about each family member

use a word list to find words to use

use a word list to check the spelling

draw pictures that match her story

Gute Arbeit: You used good German words to describe your family—some of

them were from our new vocabulary list.

Was besser sein könnte: Checking your spelling using our word lists. We wrote lots

of these words down in our learning logs.

Note: This peer-assessment checklist allows students to give each other feedback about particular aspects of their work. Comments should be constructive and specific.

_____________________________________________________________________________


Peer-Assessment Checklist

Name: Klasse: Datum: Mein Partner/ Meine Partnerin:

Aufgabe:

Mein Partner kann/Meine Partnerin kann … Ja! Noch nicht

Gute Arbeit:

Was besser sein könnte:


Self-Assessment Checklist and Goal Setting

Name: Julia Klasse: 2 Datum: der 1. Oktober Ich kann…

Ja!

Noch nicht

Was ich machen werde ...

say hello and goodbye

Say hello and goodbye in German to at least three people each day.

sing a German song

Learn to sing a German song and sing it to my grandma.

say the alphabet

Say the alphabet three times in a row without making any mistakes.

get along with group members

Make sure that everyone has a chance to speak next time we work in groups.

Note: Self-Assessment Checklist and Goal-Setting allows students to assess their abilities and set goals to improve.

_____________________________________________________________________________


Self-Assessment Checklist and Goal-Setting

Name: Klasse: Datum: Ich kann …

Ja!

Noch nicht

Was ich machen werde ...


Long-Term Goal-Setting

Name: Robert Klasse: 3 Datum: der 1. Okober

Goal #1:

By the end of this term, I would like to: know what to say to invite a friend to my

birthday party in German.

To achieve this goal, I will: look up the words I need to know and write a role-

play to perform with a friend.

My teacher can help me: with my pronunciation.

My parents can help me by: practising my role-play with me at home.

Goal #2:

By the end of this term, I would like to: learn more about what it’s like to live in

Germany.

To achieve this goal, I will: research Germany on the Internet and ask my

neighbour what it’s like to live there.

My teacher can help me by: bringing in books and pictures of Germany, and

maybe, showing a movie.

My parents can help me by: buying me a book on Germany for my birthday

and taking me to Germany on vacation!

Note: This long-term goal-setting sheet allows students to set long-term goals for their own

learning and could be included in students’ learning logs.

_____________________________________________________________________________


Long-Term Goal-Setting

Name: Klasse: Datum: Goal #1:

By the end of this term, I would like to:

To achieve this goal, I will:

My teacher can help me:

My parents can help me:

Goal #2:

By the end of this term, I would like to:

To achieve this goal, I will:

My teacher can help me:

My parents can help me:

Ane

cdot

al N

otes

Stud

ent

Nam

e Da

te

Act

ivity

O

utco

me

Yes

Not

Ye

t C

omm

ents

M

iche

l Ja

n. 8

S

imon

Say

s 6.

2: L

angu

age

Com

pete

nce/

List

enin

g: L

iste

n to

an

d un

ders

tand

a s

hort

oral

pre

sent

atio

n on

a

fam

iliar

topi

c in

stru

ctur

ed a

nd u

nstru

ctur

ed

situ

atio

ns (G

rade

3)

See

med

to u

nder

stan

d th

e di

rect

ions

but

m

ixed

up

som

e bo

dy p

arts

.

Josh

Ja

n. 8

S

imon

Say

s 6.

2: L

angu

age

Com

pete

nce/

List

enin

g: L

iste

n to

an

d un

ders

tand

a s

hort

oral

pre

sent

atio

n on

a

fam

iliar

topi

c in

stru

ctur

ed a

nd u

nstru

ctur

ed

situ

atio

ns (G

rade

3)

Mad

e so

me

erro

rs, f

ollo

wed

som

e co

mm

ands

co

rrec

tly; w

ill d

o m

ore

revi

ew o

f voc

abul

ary.

Ali

Jan.

15

Go

Fish

car

d ga

me

5.2:

Enc

oura

ge, S

uppo

rt, a

nd W

ork

with

Oth

ers/

C

o-op

erat

e w

ith O

ther

s: C

o-op

erat

e in

a v

arie

ty

of p

artn

ersh

ip a

nd g

roup

stru

ctur

es (G

rade

3)

Con

sist

ently

and

acc

urat

ely

used

turn

-taki

ng

voca

bula

ry.

Jann

a Ja

n. 1

5 S

mal

l gro

up

disc

ussi

on

5.2:

Enc

oura

ge, S

uppo

rt, a

nd W

ork

with

Oth

ers/

C

o-op

erat

e w

ith O

ther

s: C

o-op

erat

e in

a v

arie

ty

of p

artn

ersh

ip a

nd g

roup

stru

ctur

es (G

rade

3)

Som

etim

es a

cted

out

of t

urn

and

spok

e w

hen

othe

rs w

ere

talk

ing.

Mar

ika

Jan.

17

Sm

all g

roup

di

scus

sion

5.

2: E

ncou

rage

, Sup

port

and

Wor

k w

ith O

ther

s/

co-o

pera

te w

ith o

ther

s: C

o-op

erat

e in

a v

arie

ty o

f pa

rtner

ship

and

gro

up s

truct

ures

(Gra

de 3

)

Unp

rodu

ctiv

e an

d ac

ted

out o

f tur

n to

day.

Will

disc

uss

with

her

afte

r cla

ss. C

heck

aga

in n

ext

clas

s.

Mar

ika

Jan.

25

Sm

all g

roup

di

scus

sion

6.

1: L

ingu

istic

Ele

men

ts/V

ocab

ular

y: U

se

voca

bula

ry a

nd e

xpre

ssio

ns a

ppro

pria

tely

in

vario

us c

onte

xts

in th

e cl

assr

oom

and

sch

ool

envi

ronm

ent (

Gra

de 3

)

New

gro

up, m

uch

bette

r tod

ay. M

ore

effo

rt an

d fo

cus.

Mic

hel

Jan.

25

Bod

y pa

rt vo

cabu

lary

re

view

6.1:

Lin

guis

tic E

lem

ents

/Voc

abul

ary:

Use

vo

cabu

lary

and

exp

ress

ions

app

ropr

iate

ly in

va

rious

con

text

s in

the

clas

sroo

m a

nd s

choo

l en

viro

nmen

t (G

rade

3)

Impr

oved

use

and

und

erst

andi

ng o

f vo

cabu

lary

. W

ill try

Sim

on S

ays

agai

n ne

xt w

eek

to c

heck

fo

r lea

rnin

g.

N

ote:

Ane

cdot

al n

otes

allo

w te

ache

rs to

gat

her i

nfor

mat

ion

abou

t sev

eral

diff

eren

t stu

dent

s as t

heir

perf

orm

ance

rela

tes t

o di

ffer

ent l

earn

ing

outc

omes

at d

iffer

ent t

imes

. In

this

sam

ple,

whe

reve

r an

unsa

tisfa

ctor

y pe

rfor

man

ce w

as

obse

rved

, the

teac

her p

lann

ed a

noth

er o

ppor

tuni

ty to

obs

erve

the

sam

e st

uden

t com

plet

e an

act

ivity

in w

hich

the

sam

e le

arni

ng o

utco

me

is a

ddre

ssed

. The

info

rmat

ion

prov

ided

by

usin

g th

is ty

pe o

f too

l can

be

used

to m

odify

fu

ture

inst

ruct

ion

or to

dis

cuss

stud

ents

’ lea

rnin

g.

K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s

E–12

Ane

cdot

al N

otes

Stud

ent

Nam

e Da

te

Act

ivity

O

utco

me

Yes

Not

Ye

t C

omm

ents

A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s

E–13

Obs

erva

tion

Che

cklis

t

Stud

ent

Dat

e A

ctiv

ity

Out

com

e St

uden

t dem

onst

rate

s th

at h

e or

she

has

met

th

e ou

tcom

e.

Lees

a Se

pt. 2

3 Si

ngin

g G

erm

an s

ongs

7.

1 S

elf-i

dent

ify/v

alui

ng G

erm

an la

ngua

ge a

nd th

e cu

lture

s of

G

erm

an-s

peak

ing

peop

les

(Gra

de 3

)

Yes

N

ot Y

et

M

arc

Sept

. 23

Sing

ing

Ger

man

son

gs

7.1

Sel

f-ide

ntify

/ val

uing

Ger

man

lang

uage

and

the

cultu

res

of

Ger

man

-spe

akin

g pe

ople

s (G

rade

3)

Ye

s

Not

Yet

Andr

eas

Sept

. 23

Sing

ing

Ger

man

son

gs

7.1

Sel

f-ide

ntify

/val

uing

Ger

man

lang

uage

and

the

cultu

res

of

Ger

man

-spe

akin

g pe

ople

s (G

rade

3)

Ye

s

Not

Yet

Su

Mei

O

ct. 1

Si

ngin

g th

e al

phab

et s

ong

6.1

Lin

guis

tic e

lem

ents

/sou

nd–s

ymbo

l sys

tem

—us

e, in

st

ruct

ured

and

ora

l situ

atio

ns, a

ll el

emen

ts o

f the

sou

nd-

sym

bol s

yste

m (G

rade

3)

Ye

s

Not

Yet

Jack

O

ct. 1

Si

ngin

g th

e al

phab

et s

ong

6.1

Lin

guis

tic e

lem

ents

/sou

nd–s

ymbo

l sys

tem

—us

e, in

st

ruct

ured

and

ora

l situ

atio

ns, a

ll el

emen

ts o

f the

sou

nd-

sym

bol s

yste

m (G

rade

3)

Ye

s

Not

Yet

Ali

Oct

. 10

Play

ing

the

alph

abet

gam

e 6.

1 L

ingu

istic

ele

men

ts/s

ound

–sym

bol s

yste

m—

use,

in

stru

ctur

ed a

nd o

ral s

ituat

ions

, all

elem

ents

of t

he s

ound

-sy

mbo

l sys

tem

(Gra

de 3

)

Ye

s

Not

Yet

May

a O

ct. 1

0 Pl

ayin

g th

e al

phab

et g

ame

6.1

Lin

guis

tic e

lem

ents

/sou

nd–s

ymbo

l sys

tem

—us

e, in

st

ruct

ured

and

ora

l situ

atio

ns, a

ll el

emen

ts o

f the

sou

nd-

sym

bol s

yste

m (G

rade

3)

Ye

s

Not

Yet

Phili

p O

ct. 1

0 Pl

ayin

g th

e al

phab

et g

ame

6.1

Lin

guis

tic e

lem

ents

/sou

nd–s

ymbo

l sys

tem

—us

e, in

st

ruct

ured

and

ora

l situ

atio

ns, a

ll el

emen

ts o

f the

sou

nd-

sym

bol s

yste

m (G

rade

3)

Ye

s

Not

yet

Sim

one

Oct

. 25

Cre

atin

g a

pers

onal

di

ctio

nary

org

aniz

ed b

y th

e al

phab

et

6.4

Lan

guag

e le

arni

ng s

trate

gies

/cog

nitiv

e—us

e a

varie

ty o

f si

mpl

e co

gniti

ve s

trate

gies

, with

gui

danc

e, to

enh

ance

la

ngua

ge le

arni

ng (e

.g.,

mak

e pe

rson

al d

ictio

narie

s,

expe

rimen

t with

var

ious

ele

men

ts o

f the

lang

uage

) (G

rade

3)

Ye

s

Not

yet

Nou

r O

ct. 2

7 C

reat

ing

a pe

rson

al

dict

iona

ry o

rgan

ized

by

the

alph

abet

6.4

Lan

guag

e le

arni

ng s

trate

gies

/cog

nitiv

e—us

e a

varie

ty o

f si

mpl

e co

gniti

ve s

trate

gies

, with

gui

danc

e, to

enh

ance

la

ngua

ge le

arni

ng (e

.g.,

mak

e pe

rson

al d

ictio

narie

s,

expe

rimen

t with

var

ious

ele

men

ts o

f the

lang

uage

) (G

rade

3)

Ye

s

Not

yet

N

ote:

In

case

s whe

re th

e st

uden

t doe

s not

dem

onst

rate

a p

artic

ular

crit

erio

n, th

e te

ache

r sho

uld

plan

an

appr

opria

te

inte

rven

tion.


E–14

Obs

erva

tion

Che

cklis

t

Stud

ent

Date

A

ctiv

ity

Out

com

e St

uden

t dem

onst

rate

s th

at h

e or

she

has

met

th

e ou

tcom

e.

Ye

s

Not

Yet

Ye

s

Not

Yet

Yes

N

ot Y

et

Yes

N

ot Y

et

Yes

N

ot Y

et

Yes

N

ot Y

et

Yes

N

ot Y

et

Yes

N

ot Y

et

Yes

N

ot Y

et

Yes

N

ot Y

et


E–15


Checklist and Comments 1

Grade: 1 Date: May 3 Activity: Individual Q and A

Specific Outcome: 6.5: Language Use Strategies/interactive: Use simple

interactive strategies, with guidance (e.g., interpret and use a variety of non-

verbal clues to communicate)

Has met the outcome: Student Names: Yes Not Yet

• Jan • Al • Freddie • Kevin • Marissa • Su Mei • Ab • Elise • Nour • Benjamin • Lydia • Franco

Notes for future planning: do a role-play activity in which we talk about productive

strategies students can use when speaking German (e.g., use non-verbal means to

communicate, use familiar repetitive patterns from stories, songs and rhymes,

compensate for avoiding difficult structures by rephrasing). Students then record the

ideas in their learning logs and set goals for using them. Note: This Checklist and Comments tool demonstrates how a teacher can gather information

on several students’ performances as they relate to one learning outcome. The teacher can also plan for future instruction.

_____________________________________________________________________________



Grade: Date: Activity:

Specific Outcome:

Has met the outcome: Student Names: Yes Not Yet

• • • • • • • • • • • •

Notes for future planning:



Grade: 3 Date: October 5 Activity: Telephone conversations (invitations)

Specific Outcome(s): 6.3 Sociocultural/Sociolinguistic Elements/register—

recognize that some topics, words, or intonations are inappropriate in certain

contexts

Lance can: (Student name) Yes Not Yet

• invite a friend to do something

• accept and reject an invitation

• pronounce words comprehensibly

• use intonation to express inquiry

• use appropriate vocabulary related to hobbies and invitations

• • • • •

Done well: Seems to have a good understanding of the vocabulary.

Could improve: Seems not to understand intonation and how it can affect meaning.

Note: This Checklist and Comments tool demonstrates how a teacher can record information about student performance against several criteria. In this sample, the student is being assessed against the same criteria found in the sample rubric. The teacher could use a checklist to check student performance partway through a task, such as a telephone conversation.

_____________________________________________________________________________




Specific Outcome(s):

can: (Student name) Yes Not Yet

•

•

•

•

•

•

•

•

•

•

Done well:

Could improve:


Rating Scale 1

Grade: K Date: March 10 Activity: Group classroom scavenger hunt

Specific Outcome: 5.2 Encourage, Support, and Work with Others/co-operate

with others—participate in group activities

Student meets the outcome:

Student Names: Never Sometimes Usually Always

• Jeremy

• David

• Raj

• Sunita

• Alicia

• Kendra

• Taylor

• Billy

• Dimitri

• Kim

• Tran

• Frida

• Tim

• Tania

• George

• Lilly

• Hannah

• Wes

Note: This sample Rating Scale demonstrates how a teacher can record the levels of performance for several students, based on a particular outcome.

_____________________________________________________________________________


Rating Scale 1


Specific Outcome:

Student meets the outcome: Student Name: Never Sometimes Usually Always

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•


Rating Scale 2

Grade: 2 Date: November 12 Activity: Unit: My Family Specific Outcome(s): 1.1: Discover and Explore/Experiment with Language;

3.2: Select and Process/Identify Personal and Peer Knowledge; 6.1: Linguistic

Elements/Vocabulary; 6.2: Language Competence/Writing; 6.5: Language Use

Strategies/Productive

Student Name: Tania Criteria: Never Sometimes Usually Always

• was able to share basic information about his or her family

• identified the people in his or her family correctly

• used words relevant to the family correctly

• wrote words and phrases clearly and correctly

• used illustrations to provide relevant details about his or her family

•

•

•

Note: This sample rating scale demonstrates how a teacher could record information about the quality of a student’s performance as it relates to learning outcomes.

_____________________________________________________________________________


Rating Scale 2



Student Name: Criteria: Never Sometimes Usually Always

•

•

•

•

•

•

•

•

•

•


Rating Scale 3

Grade: 3 Date: March 10 Activity: Reading out some familiar words

Specific Outcome(s): 6.1: Linguistic Elements/Sound–Symbol System: Use, in

structured and oral situations, all elements of the sound-symbol system

Levels of performance and corresponding criteria: Demonstrated excellent pronunciation on all words—no errors Demonstrated good pronunciation on almost all words—a few errors Demonstrated acceptable pronunciation on most words—several errors but

still comprehensible Demonstrated lots of errors—mostly incomprehensible

Name of Student: Name of Student: Saresh Derek Crystal Dakota Ellen Troy Jonathan Sam Jim Sal Rebecca Steven Janice Tran Polly

Note This rating scale provides an example of how a teacher can quickly indicate levels of students’ performances as they relate to one outcome.

_____________________________________________________________________________


Rating Scale 3



Levels of performance and corresponding criteria:

Name of Student: Name of Student:

Rubr

ic (G

rade

3)

Nam

e:

Jean

ne

Date

: O

ctob

er 1

7 A

ctiv

ity:

Con

vers

atio

n: M

akin

g pl

ans w

ith a

frie

nd

Out

com

e Ex

celle

nt

Very

Goo

d A

ccep

tabl

e Lim

ited

6.3:

Soc

iocu

ltura

l/ So

ciol

ingu

istic

El

emen

ts

– id

iom

atic

ex

pre

ssio

ns

Con

siste

ntly

und

erst

ands

and

us

es a

var

iety

of s

impl

e id

iom

atic

exp

ress

ions

as s

et

phra

ses.

Freq

uent

ly u

nder

stan

ds a

nd

uses

a v

arie

ty o

f sim

ple

idio

ma

tic e

xpre

ssio

ns a

s set

ph

rase

s.

Som

etim

es u

nder

stan

ds a

nd

uses

a v

arie

ty o

f sim

ple

idio

ma

tic e

xpre

ssio

ns a

s set

ph

rase

s.

Rare

ly u

nder

stan

ds a

nd u

ses a

va

riety

of s

impl

e id

iom

atic

ex

pres

sions

as s

et p

hras

es.

6.3:

Soc

iocu

ltura

l/ So

ciol

ingu

istic

El

emen

ts

– va

riatio

ns in

la

ngua

ge

Con

siste

ntly

acc

epts

in

divi

dual

diff

eren

ces i

n sp

eech

.

Freq

uent

ly a

ccep

ts in

divi

dual

di

ffere

nces

in sp

eech

.

Som

etim

es a

ccep

ts in

divi

dual

di

ffere

nces

in sp

eech

.

Rare

ly a

ccep

ts in

divi

dual

di

ffere

nces

in sp

eech

.

6.3:

Soc

iocu

ltura

l/ So

ciol

ingu

istic

El

emen

ts

– so

cia

l co

nven

tions

Con

siste

ntly

use

s app

ropr

iate

or

al fo

rms o

f add

ress

for

frequ

ently

enc

ount

ered

pe

ople

.

Freq

uent

ly u

ses a

ppro

pria

te

oral

form

s of a

ddre

ss fo

r fre

quen

tly e

ncou

nter

ed

peop

le.

Som

etim

es u

ses a

ppro

pria

te

oral

form

s of a

ddre

ss fo

r fre

quen

tly e

ncou

nter

ed

peop

le.

Rare

ly u

ses a

ppro

pria

te o

ral

form

s of a

ddre

ss fo

r fre

quen

tly

enco

unte

red

peop

le.

Not

e: T

his r

ubric

dem

onst

rate

s how

a te

ache

r can

ass

ess o

ne st

uden

t’s p

erfo

rman

ce a

s it r

elat

es to

diff

eren

t lea

rnin

g ou

tcom

es.


E–26

Rubr

ic

Nam

e:

Da

te:

A

ctiv

ity:

Out

com

e Ex

celle

nt

Very

Goo

d A

ccep

tabl

e Lim

ited


E–27

Rubr

ic a

nd C

heck

list

Nam

e:

Elle

n Da

te:

Nov

embe

r 14

Act

ivity

: Te

leph

one

Con

vers

atio

n

Out

com

e Ex

celle

nt

Very

Goo

d A

ccep

tabl

e Lim

ited

6.3:

Soc

iocu

ltura

l/ So

ciol

ingu

istic

El

emen

ts

– id

iom

atic

ex

pre

ssio

ns

Con

siste

ntly

und

erst

ands

and

us

es a

var

iety

of s

impl

e id

iom

atic

exp

ress

ions

as s

et

phra

ses.

Freq

uent

ly u

nder

stan

ds a

nd

uses

a v

arie

ty o

f sim

ple

idio

ma

tic e

xpre

ssio

ns a

s set

ph

rase

s.

Som

etim

es u

nder

stan

ds a

nd

uses

a v

arie

ty o

f sim

ple

idio

ma

tic e

xpre

ssio

ns a

s set

ph

rase

s.

Rare

ly u

nder

stan

ds a

nd u

ses a

va

riety

of s

impl

e id

iom

atic

ex

pres

sions

as s

et p

hras

es.

6.3:

Soc

iocu

ltura

l/ So

ciol

ingu

istic

El

emen

ts

– va

riatio

ns in

la

ngua

ge

Con

siste

ntly

acc

epts

in

divi

dual

diff

eren

ces i

n sp

eech

.

Freq

uent

ly a

ccep

ts in

divi

dual

di

ffere

nces

in sp

eech

.

Som

etim

es a

ccep

ts in

divi

dual

di

ffere

nces

in sp

eech

.

Rare

ly a

ccep

ts in

divi

dual

di

ffere

nces

in sp

eech

.

6.3:

Soc

iocu

ltura

l/ So

ciol

ingu

istic

El

emen

ts

– so

cia

l co

nven

tions

Con

siste

ntly

use

s app

ropr

iate

or

al fo

rms o

f add

ress

for

frequ

ently

enc

ount

ered

pe

ople

.

Freq

uent

ly u

ses a

ppro

pria

te

oral

form

s of a

ddre

ss fo

r fre

quen

tly e

ncou

nter

ed

peop

le.

Som

etim

es u

ses a

ppro

pria

te

oral

form

s of a

ddre

ss fo

r fre

quen

tly e

ncou

nter

ed

peop

le.

Rare

ly u

ses a

ppro

pria

te o

ral

form

s of a

ddre

ss fo

r fre

quen

tly

enco

unte

red

peop

le.

Wor

k ha

bits

w

orke

d in

depe

nden

tly

w

orke

d w

ith s

ome

assis

tanc

e

w

orke

d w

ith m

inim

al a

ssist

ance

req

uire

d co

nsta

nt su

perv

ision

and

ass

istan

ce

N

ote:

Th

is ru

bric

dem

onst

rate

s how

a te

ache

r can

per

form

ass

essm

ent o

f lea

rnin

g an

d as

sess

men

t for

lear

ning

at t

he sa

me

time,

usi

ng

the

sam

e as

sess

men

t too

l. Th

is c

ombi

natio

n of

rubr

ic a

nd c

heck

list r

ecor

ds in

form

atio

n ab

out a

stud

ent’s

per

form

ance

ac

cord

ing

to sp

ecifi

c ou

tcom

es, a

s wel

l as i

nfor

mat

ion

abou

t a st

uden

t’s w

ork

habi

ts. W

hen

a st

uden

t dem

onst

rate

s a

perf

orm

ance

that

is b

elow

the

acce

ptab

le le

vel,

the

chec

klis

t allo

ws t

he te

ache

r to

reco

rd a

reas

on w

hy th

e st

uden

t did

not

pe

rfor

m a

t an

acce

ptab

le st

anda

rd a

nd p

rovi

de a

pla

n fo

r fut

ure

impr

ovem

ent.


E–28

Rubr

ic a

nd C

heck

list

Nam

e:

Da

te:

A

ctiv

ity:

Out

com

e Ex

celle

nt

Very

Goo

d A

ccep

tabl

e Lim

ited

Wor

k ha

bits

w

orke

d in

depe

nden

tly

w

orke

d w

ith s

ome

assis

tanc

e

w

orke

d w

ith m

inim

al a

ssist

ance

req

uire

d co

nsta

nt su

perv

ision

and

ass

istan

ce


E–29

Documents

Appendix E: Assessment Blackline Masters