Below is a good final exam from Robert focusing on reading. Like the one just posted, it is from last January. Robert explains:
Hi Ben,
I am attaching my final exam for level 1, first semester. Out here in California we tend to run a bit behind the rest of the country on the timing of our school year (start in September, end in June), so our finals are next week. My level 1 class is reading “Arme Anna”, and we are only going to get through chapter 2 before finals. So, I am asking the students to show me their understanding so far. As you can see, they have to read, understand and copy text. To me that’s reinforcement of input – and besides the ACTFL guidelines state that students are capable of imitating and reproducing correct language. I figure copying is a form of reproducing. Also, novice students use visuals to communicate their message. So, I’m in line with ACTFL and the CA Standards while giving a final that’s basically more input.
Robert
Here is the exam:
Interpretive Communication
Final Exam, Semester 1
German 1
Read chapters 1-2 of Arme Anna, choosing 10-12 Essential Sentences that tell the story so far
– An Essential Sentence contains basic, necessary information
– An Essential Sentence is often the main sentence of a paragraph
Copy the Essential Sentences onto your paper
– One sentence per square and set of lines
– Write the sentence on the lines (the squares are for drawing)
– Do not try to re-write the sentences in your own words: COPY
Illustrate the sentences
– The drawing must show that you understand the essential sentence
– The drawing needs to be clear
– The drawing does not need to be great
– Stick figures are wonderful
Grading based on
– Relevance and pertinence of sentences
– Do these sentences tell us something essential?
– Do these sentences reveal something about the characters?
– Do these sentences move the story forward?
– Do these sentences speak to the theme of the story? Accuracy of writing
– Are the sentences written correctly on your paper?
– Depth of understanding as shown by drawings
– Do the drawings show that you understand the sentences?
– Do the drawings show that you understand connotations?
– Do the drawings show that you are making connections?
N.B.: The drawings do not have to be great artwork – that isn’t the point. They do have to convey your understanding of the reading.
My response: It’s funny because just today I made my kids translate a huge page of French from a recent story. I was thinking along the lines you describe, without being aware of those official statements in ACTFL. Far from being rote learning, it is not only a way to find out who is actually running the stuff through their minds in class and taking class seriously, and as such is one of the more accurate assessment instruments I believe we have available to us. It sends a strong message to kids to pay attention in class. Thanks!