Assessment activity
Name Idotll'Q j ~Q C.O0"'{1t
Date 0(" -.a her ~ "20<Y=1
Objectives: Write a paragraph or a short essay.
Demonstrating understanding of grammar structures and use of
vocabulary
I. Fill in the blanks using each one of the words from the list.
List of words
competition campaign goal a firm market
message global
C)· The ( UlMpC ~ f'~ is a planned organized effort.
(12. A ~-e'S~-j .C2,.. refers to an information that one person gives
another.
C). A g('?c..
is something that people want to do.
C4. 5ok><:..t
refers to international or among ~e nations.
9· Coca Cola Bottling Company is an example of 0 CA. that is +t "
very famous.
e6. A ~4.J "--t.
CJ:
is a group of people to whom products are sold.
The (oWr--d:i 4-;0", are people or things that you compete against.
II. Answer with true or false. If the answer is false, write why.
Ex. Alan Gonzalez is the mayor of Jayuya.
False. Georgie Gonzalez is the mayor of Jayuya.
C. '1='=-cl~ .L To sell a product in another country, you just have to translate it
To that language.
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a. "..cA.. V' c O'II....e vela.
C 'f'(ise.. 2. ~temationa1 business such as McDonald's sells the same things
ill every country. .
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(2 ht~ 3. The laws of advertising are the same in every country.
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c. Fat s.e. 4. The purpose of an advertisement is to make people laugh .
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~ls-<- 5. Jacko was successful in the United States when he shouted at the
Americans in an Energizer commercial.
S ~ T~ C'M.'r~~"l:.-'?-v· I:)v~VI....JJ.o..."S $U~c..e ;:,s-t,-J ;" U. S
a c cD '--P Q'S V.o-- SU (ces Sf-loA ,/ +u. UO (~J s-1cJ~~ .
c.:r(L-LZ 6. An incorrect translation did not permit Nova to be successful in
Latin America.
G~-r{vee- 7. Products must be sold with the right message.
CI(,t~ 8. The message in Japan depends more on feelings and situations.
III. Substitute the underlined expression with an idiom from the
List: all in a row wouldn't hear of it look at the big picture
had a hard time take their time all over the place
come in overnight didn't go over too well
1. If you want to make business in Japan or China, you can have difficulty.
,,~c..c, 'V-..c...vd -k'~
2. In Russia if you want a pizza to go, the chef would say no strongly.
~.. fy~u want:o get.a~obright no~ ~ou~a,:e t~ consider the general
I
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3. Commercials come one after another in the United States .
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4. You must be careful when you ~e on a wet road.
5. Advertisements are very common in T.. V. and in the movies.
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6. Puerto Rico National Volleyball team did not succeed in the pre-olimpics.
Q ~ d,,+ 50 O'0~-r 4.<:10 ......v,el
IV. Create a paragraph using the topic sentence given. Remember that
you have to write three supporting details and a concluding
sentence.
Jayuya is known for its traditions.
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UNIVERSIDAD METROPOLITANA
Escuela de Educaci6n
INSTRUMENTO PARA ELAVALUO DEL APRENDIZAJE (2005) ©
Modificado por la Escuela de Educaci6n (agosto 2009)
Nombre:
Profesor:
~'c-
~
~ curso:~tJi
Fecha: R = d: $..ot:J7'
Instrucciones: Utilizando la siguiente escala indique en que nivel se desernpefia su estudiante en 105 tres criterios establecidos. Considere en su
evaluaci6n 105 indicadores para cada criterio.
Dominio Satisfactorio Deficiente No Dominio No evidencia
@ @ ~ CD @
Nivel de desempefio que supera Nivel de desempefio aceptable. Nivel de desernpefio por debajo Nivel de desernpefio pobre. No hay respuesta
10 esperado. Evidencia Evidencia el grado minimo de 10 esperado. Evidencia . Evidencia que no satisface
favorablemente (suficiente) 105 esperado de 105 indicadores insuficiencia (carencia) de 105 105 indlcadores requeridos.
indicadores requeridos. requeridos. indicadores requeridos.
A. APUCACION DE CONCEPTOSDEL CURSO (CONTENIDO):
Indicadores:
a. Entendimiento (construye significado del contenido, sobrepasa la memorizaci6n del contenido, hace conexiones con el contenido)
:3
b. Apllcacion (identifica el problema central de la situacion, presenta soluciones al problema, justifica su analisis utilizando conceptos del curso)
B. PENSAMIENTO CRITICO:
Indicadores:
a. Claridad (elabora su pensamiento ampliamente, ilustrando y dando ejemplos de 10 que quiere decir)
b. Precision (es especifico, ofrece detalles y exacto)
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c. Relevancia (relaciona su pensamiento con el problema y plantea soluciones al mismo)
d. Profundidad (contiene complejidad y multiples interrelaciones)
e. l6gica (todas las partes hacen sentido juntas sin contradicciones)
C. REDACCION:
Indicadores:
a. Gramatica (exhibe correcci6n gramatical)
t./
b. Sintaxis (redacta en oraciones completas, coherencia)
c. Vocabulario (utiliza vocabulario acadernico, riqueza y pertinencia del vocabulario)
1

Comentarios sobre fortalezas y areas de oportunidad en el desempefio del estudiante en este ejercicio de avaluo:
410 ,
FO~TALEZAS
/ ~
DEFICIENCIAS
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Revisado y modificado por el Prof Walter J. Rosales y la Dra. Judith A. Gonzalez (agosto 2009)
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