This document provides information about assessments for the World Languages Department of the New Haven Public Schools. It outlines the assessment plan for levels I and II, including quarterly exams, performance tasks, and rubrics. The quarterly exams assess interpretive listening and reading skills, while performance tasks evaluate interpersonal speaking, writing, and presentational skills. Data from assessments will be used to track student progress, department goals, and identify areas for improvement. Middle and high school have different assessment schedules. The document provides details on preparing and administering each assessment type.

1. New Haven Public Schools
World Languages Department
Assessment
Handbook
Contents
Proficiency Targets for Students 2
Assessment Plan for Levels I and II 3
Quarterly Assessment Information 6
Interpersonal Writing Task 8
Interpersonal Speaking Tasks:
Situation Cards 9
Teacher Interview 11
Entering Scores into Schoolnet 13
Interpersonal Speaking Rubrics 14
Interpersonal Writing Rubrics 15
SchoolNet Reporting 18
Rubrics and Grading 19
TEVAL Implications 20
ACTFL-NCSSFL Can Do Statements 21
Interpersonal
conversations and written exchanges
to exchange information with others
3
modes of
Communication
Interpretive
listening and reading
for meaning
Presentational
speaking and writing
for an audience
Go to http://nhpsworldlanguages.wikispaces.com/Assessments for more information.
1

2. NHPS World Languages
Proficiency Targets by Level of Study
Listening, Speaking, Reading, Writing
NHPS uses the American Council on the Teaching of Foreign
Languages’ Proficiency Guidelines to define the levels of
proficiency that students will reach. This is the only
commonly used document for describing levels of language
proficiency for both business and academics in the United
States. To read the full document, go here.
All students reach Some students reach
Level I
(1 year of HS, 2 years of MS)
Novice Mid Novice High
Level II Novice High Intermediate Low
Level III Intermediate Low Intermediate Mid
Level IV Intermediate Mid
Level V or AP Intermediate Mid Intermediate High
*Please note that there is a significant jump in proficiency from Intermediate Mid to High, therefore it may
take a few years to achieve. See the ACTFL-NCSSFL Can-Do Statements and ACTFL Proficiency Guidelines for
definitions of the levels.
All definitions derived from the American Council on the Teaching of Foreign Languages Proficiency
Guidelines 2012. Thanks to the 2013-2014 Curriculum Facilitator Team for their work on this document.
2

3. New Haven World Languages
Level I Curriculum
MS Seventh Grade Eighth Grade
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
HS Q1 Q2 Q3 Q4
The High School Level I curriculum is taught over two years of middle school. Therefore, MS students will
only take common assessments (Quarterlies and Performance Tasks) at Q2 and Q4 in 7th and 8th grade.
Overall Assessment Plan: Levels I and II
The department-wide assessment plan was created to assess all three “modes of communication”
(interpretive, interpersonal, presentational) and all four skills: speaking, listening, reading and writing. For
Levels I and II, it includes:
Assessment Description Mode Tested
Quarterly Assessment Listening Section
Reading Section
Vocabulary Section
Embedded grammar
Interpretive Listening and Reading
Written Performance Task
(taken with Quarterly)
Writing to a pen pal or other with
English prompts, same all year
Interpersonal Writing (because it is
spontaneous and timed, no drafting)
Interpersonal Performance Task Q1, Q3 Situation Cards in Pairs Interpersonal Speaking
Q2, Q4 Teacher interviews student
Presentational Performance Task Writing or Speaking, according to
curriculum or teacher choise
Presentational Speaking/Writing
3

4. Assessment Plan for HIGH SCHOOL Level I and II World Language Classes
When? Assessment What does it
measure?
How will data be collected
and reported?
What will the data show? How will
we use it?
Every
quarter
Quarterly Exam
(provided by
NHPS)
Interpretive Listening
and Reading Skills,
embedded grammar;
Content focused
mostly on that quarter.
Students take the test on
ScanTron sheets (bubble); submit
to Supervisor; data will appear in
SchoolNet
A snapshot of students’ interpretive skills,
mostly for the content of that quarter. We will
use data to pinpoint interpretive
skills/curriculum that need improvement.
Every
quarter
Written
Performance
Task as part of
exam (provided
by NHPS)
Interpersonal Writing
Skills (because it is
timed/spontaneous);
Students write essays; teachers
score with NHPS rubric; teachers
enter scores in SchoolNet.
Progression of students’ spontaneous writing
ability over the year. We will use data to track
department and teacher goals each year, and
target areas for improvement. We will use
writing samples to “norm” rubrics.
Q1, Q3 Interpersonal
Performance
Task: Situation
Cards: student
pairs
Interpersonal speaking
skills (as limited by
partner)
Teachers score with NHPS Rubric;
teachers enter scores into
SchoolNet.
Progression of students’ interpersonal speaking
skills over the year. We will use data to track
department and teacher goals for student
achievement and target areas for
improvement. We may use video “norm”
rubrics.
Q2, Q4 Interpersonal
Performance
Task:
Teacher
Interview of
Student
Interpersonal speaking
skills (as pushed by
teacher)
Teachers score with NHPS Rubric;
teachers enter scores into
SchoolNet.
Progression of students’ interpersonal speaking
skills over the year. We will use data for the
same purpose as listed in previous.
Every
quarter
Presentational
Performance
Tasks (Speaking
or Writing) as
listed in NHPS
language
curricula
Presentational
Speaking or Writing
Skills
Teachers score with NHPS Rubric.
Send 3 samples of your favorites
with directions/scored rubrics to
Jessica at least once per school
year (exceeds, meets, does not
meet) by the end of Q3.
Quality/creativity of student work; student
progress in presentational skills; to be shared
with others on NHPS website. We will use
samples to showcase student achievement and
norm rubrics.
Note: The only performance tasks that you must take from the current written curricula are the Presentational Tasks. You will use the new situation cards, interview,
and writing o the quarterly as your other performance tasks. However, feel free to use the performance tasks described in the curriculum as you like for
4
activities/unit assessments, etc.

5. Assessment Plan for MIDDLE SCHOOL Level I World Language Classes
When? Assessment What does it
measure?
How will data be
collected and
reported?
What will the data show? How will
we use it?
Q2
Q4
Both 7th and
8th grade
Quarterly Exam
(provided by NHPS)
7th Grade takes HS Q1
and Q2 exams
8th Grade takes HS Q3
and Q4 exams
Interpretive Listening
and Reading Skills,
embedded grammar;
Content focused mostly
on that curriculum
“quarter.”
Students take the test on
ScanTron sheets (bubble);
submit to Supervisor; data
reported on SchoolNet
A snapshot of students’ interpretive skills,
mostly for the content of that curriculum
“quarter.” We will use data to pinpoint
interpretive skills/curriculum that need
improvement.
Q2
Q4
Both 7th and
8th grade
Written Performance
Task as part of exam
(provided by NHPS)
Interpersonal Writing
Skills (because it is
timed/spontaneous);
Students write essays;
teachers score with NHPS
rubric; teachers enter scores
in SchoolNet
Progression of students’ spontaneous writing
ability over the year. We will use data to track
department and teacher goals each year, and
target areas for improvement. We will use
writing samples to “norm” rubrics.
Q2 7th grade
Q2 8th grade
Interpersonal
Performance Task:
Situation Cards:
students perform
spontaneous dialogues
in pairs
Interpersonal speaking
skills (as limited by
partner)
Teachers score with NHPS
Rubric; teachers enter
scores into SchoolNet
Progression of students’ interpersonal speaking
skills over the year. We will use data to track
department and teacher goals for student
achievement and target areas for improvement.
We may use video “norm” rubrics.
Q4 7th grade
Q4 8th grade
Interpersonal
Performance Task:
Teacher Interview of
Student
Interpersonal speaking
skills (as pushed by
teacher)
Teachers score with NHPS
Rubric; teachers enter
scores in to SchoolNet
Progression of students’ interpersonal speaking
skills over the year. We will use data for same
purpose as previous.
Every
quarter
Presentational
Performance Tasks
(Speaking or Writing) as
listed in NHPS language
curricula
Presentational Speaking
or Writing Skills
Teachers score with NHPS
Rubric.
Send samples to Jessica at
least once per school year
(exceeds, meets, does not
meet) by the end of Q3.
Quality/creativity of student work; student
progress in presentational skills; to be shared
with others on NHPS website. We will use
samples to showcase student achievement and
norm rubrics.
Note: The only performance tasks that you must take from the current written curricula are the Presentational Tasks. You will use the new situation cards, interview,
and writing o the quarterly as your other performance tasks. However, feel free to use the performance tasks described in the curriculum as you like for
5
activities/unit assessments, etc.

6. Quarterly Exams – Preparing Students For Success with Interpretive Tasks
Every quarterly exam will have 25 questions. If you would like to create a longer mid-term or final, the exams
from last year will be available from Jessica.
10
questions
A listening section with two or more audio texts(usually read by teacher to students) and English comprehension
questions based on CCSS-related question types (see Appendix). Grammar questions may also be “embedded” in
listening context.
10
questions
A reading section with two or more teacher-created and authentic texts from the target culture and English
comprehension questions based on CCSS-related question types (see Appendix). Grammar questions may also be
“embedded” in reading context.
5 questions These questions will ask students to look at a picture and choose the appropriate target language word or expression,
assessing their knowledge of important vocabulary or grammar concepts FROM THAT QUARTER.
What students must know:
• Students should study the vocabulary and concepts from the quarter before this exam.
• However, the exam is primarily based on students’ ability to make meaning from longer listening and reading
texts. They will NOT and ARE NOT supposed to understand every word.
• They should focus only on answering the questions using the strategies and skills learned in class, not on
translating the texts as they go.
How will I prepare students for this type of interpretive assessment?
6

7. Quarterly Exam Information
Before the Exam:
NHPS World Languages
• The WL Supervisor will send you the quarterly and scan sheets two weeks in advance of the test.
• As soon as you receive the exam, read it over. Then make copies.
• Familiarize yourself with the Listening Script for the test or secure the CD indicated.
• As soon as you receive the scan sheets, make sure you have one for each student. Also check the course code and
student ID numbers. If you need blank sheets, contact the WL Supervisor.
• If many of your students are missing, incorrect, check with the PowerSchool person in your school to make sure that
your students are assigned to you correctly.
• If you do use a blank scan sheet, PLEASE make sure that student ID numbers are right-justified.
All scan sheets must have a student ID number
Student ID numbers must be right-justified
During the Exam: Follow the teacher directions on the listening script.
After the Exam
• Be sure bubbles are dark and erase all extra marks.
• Put all scan sheets FACING THE SAME DIRECTION with the little tab together.
• DO NOT SEND IN BLANK SCAN SHEETS
• When scan sheets are returned, all scan sheets for the same Level and Language test should be batched
together as 1 set (all French I, all French II, etc. by course, not by individual class)
• Put One Cover Sheet on each batched level (French 1, Spanish II, etc.) You do not need to separate them by
section.
DO NOT SEND IN ANY BLANK SCAN SHEETS
PUT ALL SCAN SHEETS FACING THE SAME DIRECTION
Scan sheets must arrive at Gateway BY the deadline.
If mailing, send one week before the deadline.
You may also drop them off at the front desk at Gateway, addressed
to Jessica Haxhi.
Thank you!!
7

8. Interpersonal Writing Task: Preparing students for success with Interpersonal Writing
(HS every quarter, MS Q2,Q4 with HS quarterly exams)
This performance task will give students the real-world task of writing to a peer in the target culture. The student prompt will be as follows.
HERE IS AN EXAMPLE OF WHAT THE INTERPERSONAL WRITING TASK WILL BE FOR LEVEL I, FOR THE ENTIRE YEAR, WITH THE CHECKLIST
GETTING LONGER EACH QUARTER:
Write a letter introducing yourself to a new pen pal in ______(country)_____. Do your best to write as much as you can with the language that
you have learned so far, only using English for names. Use complete sentences whenever possible. For this quarter, you include:
 a greeting
 your name
 your age
 where you are from
 at least one question (at least TWO questions for your new friend -- even in Q1 they can ask "What's your name? and
"How are you?")
 write anything else you know how to say that you would include in an introductory letter
 a good-bye expression
 your signature
What students must know to do well on this task:
• They must know how to handle an English prompt such as this one. You might want to model it, using a famous person to write
about, whole group.
• They should be familiar with the interpersonal writing rubric, especially the fact that the more they write, the better their score will
be.
• Please do NOT instruct students to memorize the paragraph ahead of time.
How will I prepare students for this type of interpersonal writing task?
8

9. Interpersonal Speaking Task: Preparing students for success
Situation Cards (Q1, Q3 High School/Q2 Middle School)
Situation cards ask students to speak to each other spontaneously by giving them a context and some ideas for their discussion. For this task,
you have two choices: Cut up the four situation cards and offer them to a pair of students to pick randomly OR give a particular situation
card to a pair of students, based on their abilities.
• You should not have all students do the same situation card unless they somehow do it only in front of you, with no one else seeing.
• Students should have 3-4 minutes to prepare, but they should not write anything down. For differentiation, some students may be allowed to
write hints for what they want to remember to say in English, such as “name, age, birthday.” If we let them write the target language, it is no
longer an interpersonal assessment. We really want to know how they would do in the culture.
Possible ways to administer this assessment:
 Do 3 pairs of students each day, in front of the class, beginning 2 weeks before the end of the quarter.
 Over 2 or three classes, give the class a task or packet and then call pairs up, have them choose a card, prep for 3-4 minutes, then perform
at your desk (or record in the hallway).
 Set up centers with groups. Have a “teacher table” at which 2 or 3 pairs of students get different situation cards and perform them for each
other. If you need to have a 3 person group for the conversation, that is fine too.
 As an aside, you can also have other students “peer scoring’ if you have pairs perform this in front of the class. We will discuss more at CIA
meetings.
What students must know:
• They must know HOW to handle a situation card. This can be modeled with the two examples from above.
• They must be aware of the rubric. Go over it with them before the assessment and even model different scores (with puppets or a
willing student). REMIND them that the rubric TARGET is for the end of the year, so if they aren’t there yet, it is okay.
• They must know that they are NOT expected to be perfect, and the more they say or try to say, the better their score will be.
How will I prepare students for this type of interpersonal task?
9
NOTE: Only the practice situation cards are included in this online version of the
Assessment Handbook.

10. You are exchange students sitting
together on an airplane. You can
choose the _____-speaking country
you are “from.” Introduce
yourselves to each other and have
a short conversation.
Practice

11. One of you is new to New Haven, from a
______-speaking country and is looking
confused at a bus stop. The other
person asks if the new person is okay (or
how they are) and they have a short
conversation, introducing themselves
(then the bus comes!)
Practice

12. Practice
You are standing next to each
other at a train station in
_________. You are both adults
and you don’t know each other.
It is freezing. Exchange some
greetings and small talk.

13. Interpersonal Speaking Task: Preparing Students for Success
Teacher Interview (Q2, Q4 High School/Q4 Middle School)
Teacher interviews of students are our best method of assessing just how much language students can produce when
assisted by a sympathetic expert speaker. You will be provided with a set of sample questions and “push” questions to ask
students, but feel free to add your own questions as well. It will take 4-5 minutes per student. Yes, organizing this will be a
bit of a challenge, but the information that we can gain from individualized assessment is priceless!
Possible ways to administer this assessment:
 Over 3 or 4 classes or the Mid-term/final period, give the class a task or packet and then call students to your desk.
 Set up centers with groups doing various engaging tasks around the room. Do not have a “teacher table” group. Instead, call students away
from their centers one at a time for 5 minutes.
**See Interpersonal Teacher/Student Interview Questions Chart**
What students must know:
• They must know that you will ask them questions that they have learned in class, and a few new ones just to “push” them. If they
don’t understand a question, it is okay for them to ask you to repeat or to day “I don’t understand’ (in the target language).
• They must be aware of the rubric. Go over it with them before the assessment. Show them how important it is to just TRY and to
say as much as they can. REMIND them that the rubric TARGET is for the end of the year. If they aren’t there yet, it is okay.
• They must know that they are NOT expected to be perfect, and the more they say or try to say, the better their score will be.
How will I prepare students for this type of interpersonal task?
13

14. Student Interview Guide Level I Q2 SAMPLE – Other levels/quarters will be emailed to you.
NOTE: These questions will vary based on language. You do NOT have to ask every question. You do NOT have to go across the chart for
each question. It is important to pursue topics of interest to the student and/or topics you have covered in class. These are just a
suggestion. Converse with the student long enough to get onto the rubric.
In general: Start easy, get gradually more difficult, end easy to make students feel success.
Question Hint/Choices
(when students hesitate)
Push Questions (just suggestions – get creative!) All
students will NOT be able to answer these, but some
might be able to attempt an answer.
Where do you live? Give city/town choices. Do you live in a house or
an apartment?
How many people live in
your house? How many
people in your family?
Where are you from? Give some country
choices.
What is ____(city)_ like?
What is the capital of___?
How is the weather in ___?
Where are your
grandparents from? Do
you go to ___ sometimes?
When do you go?
What is your friend’s
name? What is he/she
like?
Give some personality trait
choices.
What does she like to do? What do you like to do
together? Why is he/she a
good friend?
Do you like_____? Gesture “I like/don’t like”
with your face or thumbs
up/thumbs down.
Does your
friend/mother/father/
grandmother like ______?
Do you like ______?
What do you like to do on
the weekends? Don’t you
like____?
What is your favorite
_____?
Give choices, depending
on the topic.
Do you also like___?
(or ask another question
related to the “favorite”
How often do you _____?
Why do you like ___?
Suggested warm-up questions: What’s your name? How are you? How old are you?
14

15. Performance Tasks: Entering Scores into School Net
For a video and visuals, go to http://nhpsworldlanguages.wikispaces.com/Assessments
High School: Every Quarter Middle School: Q2 and Q4
The Interpersonal WRITING Task score (from the Writing Section on the Quarterly)
The Interpersonal SPEAKING Task Score. (situation card or interview – see Assessment Plan)
**Check to make sure your SchoolNet login and password are working LONG before the deadline**
How to enter scores in SchoolNet - For visuals and a link to SchoolNet, go to
http://nhpsworldlanguages.wikispaces.com/Assessments
1. Go to SchoolNet and Log In. (for a link, go to the website above). If you do not have a password, contact Jessica or Catherine McCaslin.
2. On the right side, in the middle of the screen, click on the tab (like a folder tab) that says “Upcoming tests.”
3. Then, click on the test that says “World Languages Performance Tasks Q1 G9-12 2014-15” or if you are middle school “World Languages
Performance Tasks Q1 G7-8 2014-15.” If you don’t see one of these, contact Jessica.
4. **Note that the title will change each quarter to be Q2, Q3, Q4.
5. On the left side of the screen, click on “Score test.”
6. In the middle of the screen, click on “Locate a Section”
7. Your section may appear in the list that now shows up. If you don’t see it and are in a big school, you may have to click on “next 10” to
find your section, OR
8. You may have to search for yourself using the search boxes at the left. Use the dropdown menu to choose yourself, wait for the screen
to refresh, then click “search”. Sometimes, it also helps to click on “Include sections not assigned to the test” and then click “Search.”
(that is the trick that solved the problem for many people last year). You may still have to click “next 10” to find yourself in the long
list of sections.
9. After you find your section, click on it. Now you will see your students’ names listed down the left hand side. One student’s name will
be highlighted. That is the student for whom you are entering scores.
10. Here is the ORDER of the scores you are entering.
1. (1) the interpersonal writing score from the quarterly (formerly #61)
2. (2) the interpersonal speaking performance task (formerly #73)
11. You must hit SAVE after every student!!
12. After you hit save, it should move to the next student, or you can click on the student you want next.
Please enter scores by the
deadline given to you. Begin
your data entry at least 3
days before the deadline.
15

16. Level I Interpersonal Speaking Rubric 2014 NHPS World Languages
Use for spontaneous conversational tasks. End of Course (EOC) Target: Novice Mid/High on the ACTFL Proficiency Guidelines.
Exceeds EOC Target
Intermediate Low
EOC High Target
Novice High
EOC Target
Novice Mid/High
Near EOC Target
Novice Mid
Below EOC Target
Novice Low
Score 5 4 3 2 1
Comprehensi
on
Do you
understand
others?
You understood all of the
questions that were asked
of you, AND you
responded appropriately
to some questions we have
not practiced before.
You understood all of the
questions that were asked of
you, if we had practiced
them before. If asked an
unfamiliar question, you
made an attempt to reply.
You understood all of the
questions that were asked
of you, if we had practiced
them before.
You understood most
of the questions that
were asked of you, if
we had practiced
them before.
You could answer a few
simple questions that we
practiced in class.
Vocabulary
use:
How much
language are
you using?
You use a wide variety of
vocabulary and expressions
to communicate with detail.
You use a wide variety of
vocabulary and expressions
to communicate with some
detail, on familiar topics, as
practiced in class.
You use a sufficient variety
of words, phrases, and
simple sentences needed to
communicate on very
familiar topics.
You use a few
sentences that we
have practiced in class.
You were able to ask
one or two simple
questions.
You can use short,
memorized words and
phrases maybe a
memorized question such
as “what is your name?”
Language
Level:
How
sophisticated
is your
speech?
You are beginning to string
some sentences together .
You are starting to create
some of your own
sentences and questions.
You are beginning to answer
mostly in sentences, where
appropriate. You were able
to ask a variety of simple
questions that we have
practiced in class.
You use a few sentence that
we have practiced. You
were able to ask more than
two questions that we
practice in class.
You use a limited
variety of words,
phrases, and sentences
to minimally
communicate.
You use a few words or
phrases to communicate
on very familiar topics.
Communicati
on Strategies
Are you
maintaining
the
conversation?
You maintain the
conversation through
expressions, longer
utterances, and/or some
follow-up questions. You
went well beyond the
minimum requirements of
the conversation.
You maintain the
conversation through
expressions, longer
utterances, and/or some
follow-up questions.
You are communicating and
can be understood most of
the time. You may hesitate
or have minor pronunciation
or grammar errors.
You are
communicating, but it
is sometimes difficult
to understand you due
to errors in grammar,
pronunciation, word
choice, or lots of
hesitation.
It is very difficult to
understand you due to
errors in grammar,
pronunciation, word
choice, or inability to
complete the task.
Quarter_______
Student name_______________________________
Performance expectation for this student is_______ 16
Teachers: Use checks or circles to score each
criteria, then give an overall score based on the
column with the most check marks or circles. Score (1-5)

17. Level II Interpersonal Speaking Rubric 2014 NHPS World Languages
Use for spontaneous conversational tasks. End of Course (EOC) Target: Novice High/Intermediate Low on the ACTFL Proficiency Guidelines.
Exceeds EOC Target
Intermediate Mid
EOC High Target
Intermediate Low
EOC Target
Novice High
Near EOC Target
Novice Mid/High
Below EOC Target
Novice Mid
Scoring 5 4 3 2 1
Comprehensi
on
Do you
understand
others?
You understood all of the
questions that were asked
of you on a wide variety of
everyday topics, AND you
responded appropriately to
some unfamiliar
questions/comments.
You understood all of the
questions that were asked of
you, AND you responded
appropriately to some
questions we have not
practiced before.
You understood all of the
questions that were
asked of you, if we had
practiced them before.
If asked an unfamiliar
question, you made an
attempt to reply.
You understood all of
the questions that were
asked of you, if we had
practiced them before.
You understood most of
the questions that were
asked of you, if we had
practiced them before.
Vocabulary
use:
How much
language are
you using?
You use a wide variety of
vocabulary and expressions
to regularly communicate
with detail.
You use a wide variety of
vocabulary and expressions
to communicate with detail.
You use a wide variety of
vocabulary and
expressions to
communicate with some
detail, on familiar topics,
as practiced in class.
You use a sufficient
variety of words,
phrases, and simple
sentences needed to
communicate on very
familiar topics.
You use a few sentences
that we have practiced in
class. You were able to
ask one or two simple
questions.
Language
Level:
How
sophisticated
is your
speech?
You are communicating at
the sentence level and the
connected sentence level
most of the time, often
trying to create with
language.
You are beginning to string
some sentences together .
You are starting to create
some of your own sentences
and questions.
You are beginning to
answer mostly in
sentences, where
appropriate. You were
able to ask a variety of
simple questions that we
have practiced in class.
You use a few sentence
that we have practiced.
You were able to ask
more than two questions
that we practice in class.
You use a limited variety
of words, phrases, and
sentences to minimally
communicate.
Communicati
on Strategies
Are you
maintaining
the
conversation?
You can start, maintain and
end a conversation, using
relevant comments,
questions and strings of
sentences.
You maintain the
conversation through
expressions, longer
utterances, and/or some
follow-up questions. You
went well beyond the
minimum requirements of
the conversation.
You maintain the
conversation through
expressions, longer
utterances, and/or some
follow-up questions.
You are communicating
and can be understood
most of the time. You
may hesitate or have
minor pronunciation or
grammar errors.
You are communicating,
but it is sometimes
difficult to understand
you due to errors in
grammar, pronunciation,
word choice, or lots of
hesitation.
Teachers: Use checks or circles to score each criteria,
then give an overall score based on the column with
the most check marks or circles. Score (1-5)
Quarter_______
Student name_______________________________
Performance expectation for this student is_______
17

18. Level I Interpersonal Writing Rubric 2014 NHPS World Languages
Use for spontaneous writing tasks. End of Course (EOC) Target: Novice Mid/High on the ACTFL Proficiency Guidelines.
Exceeds EOC Target
Intermediate Low
EOC High Target
Novice High
EOC Target
Novice Mid/High
Near EOC Target
Novice Mid
Below EOC
Target
Novice Low
Scoring 5 4 3 2 1
Comprehensi
bility
Can we
understand
you?
Your writing is clearly
understood, even when you
have attempted to write
about some newer or more
difficult topics. Any errors
in grammar or word choice
don’t interfere with your
message.
You can generally be
understood when you write
about topics we have
practiced in class. Any errors
in grammar or word choice
don’t interfere with your
message.
Your writing can be
understood most of the
time when you write about
topics we have practiced in
class. The reader may have
to reread a phrase or
sentence to understand.
Errors in grammar or word
choice do not interfere with
your message.
Your writing may
difficult to understand
at times due to errors in
grammar or word
choice.
Your writing is very
difficult to understand
due to errors in
grammar or word
choice, or the task is not
complete.
Vocabulary
use:
How much
language are
you using?
You use a wide variety of
vocabulary and expressions
to communicate with detail.
You are beginning to string
some sentences together
logically. You are starting to
create some of your own
sentences and questions.
You use a variety of
vocabulary and expressions
to communicate with some
detail. You are writing in
sentences, using language we
have practiced in class.
You use a sufficient variety
of words, phrases, and
simple sentences needed to
communicate on familiar
topics. You are writing in
simple sentences we have
practiced in class.
You use a limited
variety of word, phrases
and simple sentences to
minimally communicate
your message on topics
we have practiced in
class.
You use a few words or
phrases to communicate
your message on very
familiar topics.
Teachers: Use checks or circles to score each criteria, then give an overall score based on the column with the most check marks or circles.
Quarter_______
Student name_______________________________
Performance expectation for this student is_______
Score (1-5)
18

19. Level II Interpersonal Writing Rubric 2014 NHPS World Languages
Use for spontaneous writing tasks. End of Course (EOC) Target: Novice High/Intermediate Low on the ACTFL Proficiency Guidelines.
Exceeds EOC Target
Intermediate Mid
High EOC Target
Intermediate Low
EOC Target
Novice High
Near EOC Target
Novice Mid/High
Below EOC
Target
Novice Mid
Scoring 5 4 3 2 1
Comprehensi
Your writing is clearly
bility
understood, and you have
Can we
attempted to include a
understand
variety of newer/difficult
you?
topics.
Your writing is clearly
understood, even when you
have attempted to write
about some newer or more
difficult topics. Any errors in
grammar or word choice
don’t interfere with your
message.
You can generally be
understood when you write
about topics we have
practiced in class. Any
errors in grammar or word
choice don’t interfere with
your message.
Your writing can be
understood most of the
time when you write
about topics we have
practiced in class. The
reader may have to
reread a phrase or
sentence to understand.
Errors in grammar or
word choice do not
interfere with your
message.
Your writing may
difficult to understand
at times due to errors in
grammar or word
choice.
Vocabulary
use:
How much
language are
you using?
You use a wide variety of
vocabulary and expressions
to regularly communicate
with detail.
You are communicating at
the sentence level and the
connected sentence level
most of the time, often
trying to create with
language.
You use a wide variety of
vocabulary and expressions
to communicate with detail.
You are beginning to string
some sentences together
logically. You are starting to
create some of your own
sentences and questions.
You use a variety of
vocabulary and expressions
to communicate with some
detail. You are writing in
sentences, using language
we have practiced in class.
You use a sufficient
variety of words,
phrases, and simple
sentences needed to
communicate on
familiar topics. You are
writing in simple
sentences we have
practiced in class.
You use a limited
variety of word, phrases
and simple sentences to
minimally communicate
your message on topics
we have practiced in
class.
Teachers: Use checks or circles to score each criteria, then give an overall score based on the column with the most check marks or circles.
Quarter_______
Student name_______________________________
Performance expectation for this student is_______
Score (1-5)
19

20. Quarterly Exam Reporting on School Net
Quarterly exams have 25 questions each, every quarter. It will be straight-scored by the scan sheets.
SchoolNet will report the following score groups:
(in keeping with other subject areas)
SchoolNet Score Group Total Score on Exam
Basic 0-59%
Proficient 60-69%
Goal 70% or better
Performance Task Scores Reporting on SchoolNet
The two scores that you will enter are each scored on five-point rubrics (NHPS 2014 Rubrics).
Interpersonal Writing Task
(from Quarterly) 5 4 3 2 1
Interpersonal Speaking Task 5 4 3 2 1
• These two performance tasks count together as one “score” in SchoolNet.
• The rubrics for these tasks are proficiency-based, with a target of where we expect
students to be at the end of the year. Therefore, scores at the beginning of the year may
be low for non-native speakers.
SchoolNet Score Group Total Score (two tasks)
Basic 1, 2, 3, 4
Proficient 5, 6
Goal 7, 8, 9, 10
20

21. How do I enter “grades” into PowerSchool if I use these proficiency-based rubrics?
IMPORTANT NOTE:
A “5” is not equal to 100%. Do NOT give students a grade such as 2/5. The target goal changes throughout the year,
with the end target being 3 points or better.
Exceeds
Expectations
100-90
Meets
Expectations
89-80
Approaching
Expectations
79-70
Below Expectations
69-60
F or Incomplete
59-0
Student’s
performance
exceeds
expectations.
Student’s
performance
meets
expectations for
this task.
Student’s performance
is approaching
expectations for this
task.
Student is
attempting task but
performance is
below expectations.
Student did not
complete task
sufficiently to score.
Grading options/ideas/suggestions:
1. Determine what you expect at each quarter. For example, in Q1, your goal for students might be Novice Mid (2).
Assign a “2” score as a B, a 3 as an A, and a 1 as a C, below that as D, or give them F if they don’t do the task.
2. OR, determine your expectations for each student. There is a spot to write the expectation on the rubric. If they
are a native speaker, you might expect more. If they are new to the class in Q3, you might expect less. Use the
rubric, but then score them against your expectations for how they should do, according to this example.
3. You can decide not to use the performance tasks as “grades” per se. You could give them to students/parents as
valuable information about student progress. You could also keep rubrics in students’ portfolios, if that is something
you are using at your school.
21

22. Implications for TEVAL Goals
Quarterly Exam
Because this exam is a snapshot of the quarter, students should be expected to perform consistently or better over the year. The content
gets progressively more difficult as students learn new information, so even if students stay at Proficient or Goal, they are demonstrating that
their interpretive reading and listening abilities have improved. Therefore, if you would like to base your TEVAL goal on the exam, here are some
suggestions:
• From Q1 to Q4, _____% of students will increase their scores from basic to proficient or better.
• From Q1 to Q4, _____% of students who scored proficient or better will maintain or improve their scores, while ____% of students who scored Basic will
improve to proficient or better.
• Averaged across all 4 quarters, ____% of students will receive an average score of Proficient or higher. (you would have to grade Q4 quarterly yourself as
SchoolNet will not process quickly enough)
Performance Tasks
The performance task rubrics have been modified to represent the proficiency targets for the END of the YEAR as “target.” Therefore, all
students should progress across the rubric during the year as they learn new skills. Therefore, if you would like to base your TEVAL goal on the
performance tasks, here are some suggestions:
Using SchoolNet reporting
• By the end of the year, ____% of students will perform at proficient or better on the interpersonal writing and speaking tasks.
• From Q1 to Q4, ____% of students will improve at least one level (basic to proficient, proficient to goal) on the interpersonal writing and speaking tasks.
Using Pure Rubric Scores (Teacher Tracking)
• By the end of the year, ___% of students will score at the target proficiency level (rubric score of 3 or better - Novice High Level I/Novice High-Int. Low
Level II) on the interpersonal speaking task/interpersonal writing task (you could choose one).
• By the end of the year, ___% of students will improve at least (one or two) rubric points on the NHPS Interpersonal Speaking Rubric (or Interpersonal
Writing Rubric) for Level I/Level II. (you could focus on either writing or speaking task)
Can-Do Statements
It is also possible to create student self-assessment checklists based on the ACTFL-NCSSFL Can-Do statements including in this packet. You could
have students fill out the checklists each quarter. You would need to assist them to understand each “can do” statement and what it “means” in
terms of target language ability. It would work best for interpersonal communication. They can circle/indicate which proficiency level they are in
based on where the majority of their checks fall. Then, you could use a goal like this:
• From Q1 to Q4, ____% of students will improve at least one proficiency level in interpersonal speaking skills according to a self-assessment using the
ACTFL-NCSSFL Can-Do statements.
• By the end of the year ___% of students will reach the Level I goal of Novice High interpersonal speaking skills according to a self-assessment using the
ACTFL-NCSSFL Can-Do statements. (for Level II, using Intermediate Low and just decrease the percentage because it is too difficult to judge Novice
High/Intermediate Low together.
22