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were instructed to review the terms they did not know. By doing this, students were able to
activate prior knowledge, expand on it, and test it. Afterwards, based on the amount of incorrect
responses I noticed students get, I would revisit the particular topic and/or segment they did not
fully grasp and explain it in detail.
A second type of assessment used was students creating of a Family Tree. Students were
to create a family tree on their actual family or on an imaginary family. They had to title their
project: La Familia (students last name), include at least 10 family members, name of each
person, express how they are related to them and how they are related to another member of the
family, use possessive adjectives to express the relationships, insert a
drawing/photo/representation of each person and complete it electronically (PowerPoint, Prezi,
Google Presentation, Word, iMovie, etc.). Then, they had to choose 3 people (picking 2 of their
favorite people and their self) in order to write a mini-essay that included all of the information
in a given chart. The writing portion had to be typed (double-spaced, size 12 font).
A third type of assessment used, which came hand in hand with the pretest I
administered, also consisted of the use of Pear Deck. I administered a post-test to determine the
level of comprehension my students had regarding descriptive adjectives in the language of
Spanish. This post-test consisted of one section on Pear Deck in which students had to form a
descriptive paragraph regarding an assigned character from Guess Who.
The final assessment students were expected to complete was a formal written exam
consisting of true/false, English to Spanish translation, high-frequency phrase formation
describing family relationships and physical characteristics, complete sentence formation, fill in
the blanks, and paragraph formation. One part of the test was very similar to the pre and post-
test. However the true/false and multiple-choice sections were abbreviated from the pre and postassessments to accommodate a wider short answer section.
These assessments were invaluable to my ability to make optimum use of class time and
to navigate the best learning paths for my students.
Pre-test:
The pre-test contained a short text formation with descriptive adjectives. Click on link for
details and specific questions: https://app.peardeck.com/presenter/ttwpvk/projector?
returnTo=home
Post-test:
The post-test consisted of forming a paragraph with high-frequency phrases, utilizing
descriptive adjectives in Spanish.Click on link for details and specific questions:
https://app.peardeck.com/presenter/ttwpvk/projector?returnTo=home
Family Tree Assessment:
Pre-Planning:
___Create a family tree about your actual family
___Create a family tree about your future family (imaginary)
Family Tree/Collage (40 points):
Components
Done!
Title: La familia _______________
10 people total (yourself, parents/step parents/guardians, siblings, grandparents,
aunts and uncles, pets, future husband, etc.)
Name of each person: Es Luca (Label yourself YO")
Use of possessive adjective with each person: mi abuela
Relationship: Es la esposa de Juan
Drawing/photo/representation of each person
Complete electronically (PowerPoint, Prezi, Google Presentation
Word, iMovie, etc.)
Example
Se llama Bart Simpson.
l es mi sobrino.
Es el hijo de mi hermana.
Person 1
Person 2
Tiene 10 aos.
Es bajo.
Tiene pelo rubio y ojos azules.
Es delgado y pequeo.
Es tonto y malo.
Le gusta correr. No le gusta
hacer tarea.
Bart conversa con amigos
y come mucho.
Myself