POST-INSTRUCTIONAL PHASE

XI. SUMMATIVE EVALUATION

The final assessment includes the group presentation and the
written essay.
Final Presentation:
The Hubo un Accidente unit will be assessed with a final group
project.
The project is comprehensive and builds from knowledge to
synthesis levelthe highest level of cognitive growth identified for
the unit in the unit objective. Each item on the Table of Content
Specifications for the unit is assessed, using varied test item
formats. (See Appendix E) A rubric is also attached.
Written Essay:
The Hubo un Accidente unit is designed to include a written
assessment. Mini-unit #3: Preparing a Written Essay and
Presentation about an Accident that has occurred in Spain
calls for students working individually to construct an original essay
about their perspective of the accident, using vocabulary, correct
use of irregular preterite verbs, and the imperfect progressive tense.
During the course of teaching Mini-unit #3 the teacher has
distributed a handout, which clearly sets forth the assignment and
the standards to be used for evaluating it.
Instruments for assessing the essay and presentation require the
following rubrics:
1. Presentation Rubric
The presentation rubric sets forth the requirements for the
presentation, covering all criteria set forth in the unit
objective and related sub-objective. (See Appendix E-1 for a
copy of this rubric).
2. Essay Checklist
The essay checklist sets forth the requirements for the
written essay, covering all criteria set forth in the unit
objective and related sub-objective. (See Appendix E-2 for a
copy of this checklist).

3. Student Self Evaluation

Students are asked to evaluate their own participation and
effort in completing their group presentations and individual
written essays. These will be turned in on the day each group
completes their presentations. It is each students
responsibility to see that the teacher has a copy of his/her
self-evaluation upon conclusion of the unit. (See Appendix
E-3 for a copy of this checklist).
Post Evaluation:
The students will also be given the post-test as a part of the
summative evaluation (the same assessment given during the pre-instructional
phase). This time, however, the test will be counted as a grade. The scores on the
pre-test and the scores on the post-test will together show the increase in student
achievement over the course of the unit.
X. REFLECTIONS UPON UNIT DESIGN, INSTRUCTION, AND
STUDENT OUTCOMES
1. Reflections Upon Student Performances
Upon completion of the Hubo un Accidente unit, the Spanish II
students for whom the unit is designed should be able to demonstrate
mastery of the unit objectives on both the teacher-developed project
and the written essay at 80% mastery or better. The presentation and
written essay are designed to reach synthesis level, so mastery will need
to be demonstrated at that level. Because the content is carefully
organized and sequentially presented with opportunities for feedback
and correctives in each mini-unit, students are offered many
opportunities to encounter tasks similar to those of the presentation
and written essay. They should be familiar with the format of the
assessment as well as the content.
2. Reflections Upon Instructional Activities
In each mini-unit of the Hubo un Accidente unit, Spanish II students
have been provided with note guides to use during direct instruction.
These help them recognize and collect information about key terms,
factual information, and key generalizations presented. During guided
practice, activities that directly practice key information are included in
each mini-unit. These reinforce the direct instruction and help the
teacher check for understanding daily. Independent practice activities
raise that level of students expertise with the new content to higher
levels of application, analysis, and synthesis. Independent practice
activities follow a format similar to that of assessment tasks.

3. Reflections Upon Formative and Summative Assessment

Each alternative assessment (the written essay, oral presentation, and
self-evaluation) is guided by checklists based upon unit criteria. These
are provided to students at the beginning of the unit with a thorough
explanation. Since students know what to expect as they work, they can
better meet the expectations for achievement in the unit. In a similar
way, the note guides and other scaffolding devices guide students to
demonstrate mastery of key criteria for the unit.
4. Reflections Upon Experience in Designing this Unit
Designing this unit plan has been a challenge in some ways. It requires
a lot of thinking and reflecting to create a cohesive plan for students to
cover over the span of two weeks. It also requires a lot of planning. It is
much different than simply writing one lesson plan because you must
think about multiple lesson plans in terms of one whole unit. All of the
different lessons must fit and flow together as a whole. I have already
completed two units in the past, but this is the first time that I will
actually be teaching a unit I have created to students. I have learned
many new planning and organizing skills that will help me to be a
better educator. This is an experience that I know will help me in my
future in my future career as a teacher.

XI. COMPLETION OF THE UNIT PLAN

Bibliography
Textbooks:
Realidades 2 (2008). Boston: Pearson Prentice Hall
Supplementary texts & trade books:
Realidades 2 Workbook
NPR News Report
Multi-media:
Belcher, K. G. (Spring 2015). Gramtica: Los Irregulares del Pretrito y El
Imperfecto Progressivo. ? slides. Made using grammar from
textbook.
Websites:
http://www.npr.org/templates/story/story.php?storyId=112014770
https://www.youtube.com/watch?v=iFUAWMMdE7c
https://api.edmodo.com/login?return_to=%2Foauth%2Fauthorize
%3Fclient_id
%3De612e797b5af4749d05635918d948eb34e6236b63bc377c33618ed0f46
736d28%26redirect_uri%3Dhttps%253A%252F
%252Fsnapshot.edmodo.com%252Foauth2%252Fcallback
%26response_type%3Dcode%26scope%3Dall

Appendix E
Resources for Summative Assessment
E-1 Oral Presentation Rubric
E-2 Written Essay Checklist
E-3 Student Self-Evaluation

E-1
Spanish II Advanced

Oral Presentation Rubric

Oral presentations of the final projects in the Hubo un Accidente unit are
to be presented by each student group. Each student should participate in the
presentation of the accident to the class.
Rating Scale: Superior (4) / Good (3) / Below Average (2) / Needs
Work (1)
Criteria

The group
presents detailed
and accurate
information
about the
accident and the
healthcare they
would receive in
Spain.

In-depth, and
accurate
information is
given about the
accident.
Students speak
fluently,
appropriate for
their skill level.

Some
information is
given about the
accident. Often,
students hesitate
as if searching
for the right
information.

Students
accurately use
new vocabulary.

Five or more new

vocabulary
words are used
in the
presentation.
Students use 3 or
more irregular
preterite verbs.

3-4 new
vocabulary
words are used
in the
presentation.
Students
correctly use 2-3
irregular
preterite verbs.

Minimal
information
about the
accident is
provided. Some
information
needs more
details to
describe the
accident.
2-3 new
vocabulary
words are used
in the
presentation.
Students
correctly use 1-2
irregular
preterite verbs.

Very few details

of the accident
are provided.
Information
about those that
are is not
complete and
lacks
organization and
coherency.
Only one new
vocabulary word
is used in the
presentation.

The student
captures the
audiences
attention from
their first word
to their last.

The student
engages the
audiences
attention on
most points.

Students
accurately use
the irregular
preterite verbs.
Student engages
the interest of
the audience.

The student does

not engage the
audiences
attention. S/he
cannot maintain
momentum.

Only one (or no)

irregular
preterite verb is
used; may not be
used correctly.
The student
seems unaware
of the true
audience and
speaks to the
teacher or a
friend.

TOTAL: ______ (16 pts.)

Comments:

E-2
Spanish II Advanced

Hubo un Accidente
Written Essay Checklist
Directions to teacher:
Please rate each part of the written essay below, assign a total grade, and
write a comment that will help the students who prepared the written essay
celebrate the strong points of their work and know how they can improve such
written essays in the future.
I. Detailed Facts about the Accident
_____ (5
pts.)
Was a detailed description about the accident provided from the students
perspective? Were these descriptions original and creative?

II. Vocabulary
_____ (5 pts.)
Were at least 5 vocabulary words from the unit used in the essay? Were
these words used correctly?

III. Irregular Preterite Verbs

_____ (3
pts.)
Were at least 3 different irregular verbs used in the essay? Were they used
correctly?

IV. Imperfect Progressive

_____ (2
pts.)
Did the student use the imperfect progressive in the essay? Was it used
correctly at least two times?
V. Information Well-Researched & Organized
_____ (10
pts.)
Was information presented accurately, well-organized, and described in
sufficient depth to provide the reader with a comprehensive view of the students
perspective on the accident?
Was the information creatively described to engage reader interest?
TOTAL: _____ (25 pts.)

Overall Comments:
E-3
Spanish II Advanced

Self-Evaluation
Directions:
Fill out the following form after careful reflection about your own work on
the group presentation and written essay assignments. Miss Belcher and yourself
will be the only ones to read your responses. Miss Belcher will summarize all
responses and add her own observations and evaluation. Then each student will
receive an individual report of his/her own growth and development on these
assignments. These reports are intended as constructive feedback.

I performed these tasks particularly well:

The parts of these assignments that were easiest for me were:

The parts of these assignments that were most difficult for me were:

Some areas that I want to work harder at are:

General comments about your work, performance, and effort on these

assignments:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
______________________________________________________
8