Review/Ammend SLO

ESL 181 L/S SLO # 1

As explained on the Home page, the ESL Listening/Speaking instructors have developed a speaking rubric for each of the L/S levels.  We plan to devise a speaking assessment task using Voicethread for the spring 2012 semester. This will enable us to all have access to each student's presentation and provide a venue for comments that will be available to all instructors. We will use the rubric seen below to assess whether or not the student has met the minimum speaking standard for the ESL 181 L/S level.

The student will:

1. Produce sentences and chunks of discourse in speech of 150-200 words on assigned topics.

181LS Oral Presentation Level Outcomes Rubric (draft)

	Exceptional	Good	Passing
topic and content	appropriate topic;  covers key points and additional information, which may not be appropriate	appropriate topic; basic but sufficient information	appropriate topic; basic but lack of sufficient details
organization of information	insufficient use of cohesive elements and/or frequent misused/ repeated cohesive elements	minimal use of cohesive elements with  frequent repetition and/or misuse	few or no cohesive elements lead to occasional breakdowns in comprehension
vocabulary	variety in  use of basic and content vocabulary with some word form and word choice errors	repetitive use of basic and content vocabulary with some word form but few word choice errors	repetitive use of basic and content vocabulary; frequent word form and choice errors that may affect comprehension
grammar	few grammatical errors in simple structures; errors in complex structures sometimes impede comprehension	grammatical errors occur throughout  in complex structures; fewer in simple structures; occasionally impede comprehension	grammatical errors may occur throughout and may impede comprehension
comprehen-sibility (speed, tone, stress, pronuncia-tion)	comprehensible throughout but too slow and/or too quiet and/or repetitive errors in stress and pronunciation of key words; appropriate tone	comprehensible throughout but too slow and/or too quiet and/or frequent errors in stress and pronunciation of basic and key words	comprehension may be impeded by errors in speed, pronunciation and stress