Appendix 7 CB 21 Rubric-Vetting Data Results as of February 18, 2009 Discipline Number of participants Approval Contingent Approval work other 4 levels adequate 6 levels adequate comments on levels comments Math 83 57 (74%) 18 (23.4%) 1 (1.3%) 1 (1.3%) 85.7% none 6.5% wanted 3 levels, 5.2% five levels need to deal with geometry 1 or 2 levels Reading 33 12 (42.9%) 14 (50%) 1 (3.6%) 2 (7.1%) 50% few 25% want only 3 levels & 10.7% more than 4 78.6% want levels included ESL 35 ESL writing 25 7 (36.8%) 10 (52.6%) 1 (5.3%) 1 (5.3%) 3 (15.8%) 14 (73.7%) some decisions based on local course offerings including word count 63.2% yes 36.8% no ESL listening & speaking 10 5 (50%) 5 (50%) 0 0 100% ESL reading 3 2(66.7%) 1(33.3%) 0 0 0 100% English 70 37 (56.1%) 26 (39.4%) 3 (4.5%) 0 29 (43.9%) 3 (4.5%) much relates to ESL & student population 40.9% 3 levels word counts 52.7% helpful; 47.3% not helpful other 5 total 226
2 levels below transfer readings and/or other subjects. Demonstrate the ability to summarize, analyze and make a simple synthesis between two readings or ideas. Complete in- class writings that demonstrate some organizing, composing, revising, editing & time management skills. expository texts for the purposes of writing and discussion. Distinguish between fact and opinion, identify author’s purpose and recognize author’s tone. audience using a fairly consistent voice. central idea and paragraphs that support it. Write paragraphs with supporting sentences that relate to the topic sentence. sentence variety and appropriate word choice. Demonstrate an awareness of and emerging competence with vocabulary strategies. presentation so that they exhibit various high level errors in English grammar, usage, or punctuation. use quotes to attribute those sources. Differentiate between one’s own ideas and those of others. CB21 3 levels below transfer short, topic-based papers with a main idea. Write guided in-class assignments based on a variety of prompts that attempt to organize, compose, revise and edit. Read relevant texts and learn to respond in writing with clarity and commitment. Identify the author’s purpose and conclusions. Express personal opinions about texts. Direct writings to an audience considering voice. State a topic and use details to support a central idea. Apply basic sentence variety. Recognize the importance of accurate word choice. Distinguish between standard American English and vernacular. Construct writings w/ mostly effective sentence structure. Proofread and edit their essays for public presentation so that they exhibit various high level and only a few gross errors in English grammar, usage, or punctuation. Use a variety of outside sources. CB21 4 levels below Transfer Write short, topic-based assignments with a main idea. Read, identify, summarize & restate the main idea of the text in writing. Demonstrate the use of a writing voice. Use details to support a central idea. Recognize and imitate basic sentence models. Write grammatically correct simple sentences. Identify a variety of outside sources.
Course Sequence Suggested CB 21 LEVEL Coding for courses below transfer courses – CB21-4 levels below CB21-3 levels below CB21-2 levels below CB21-1 level below single course developmental sequence Reading 2 course developmental sequence Developmental Reading Effective Reading Skills 3 course developmental sequence Developing Basic Reading Skills Improving Reading Skills Reading for Academic Success 4 course developmental sequence Beginning Reading Reading Fundamentals Reading Skills Effective Reading 5 course developmental sequence Foundations of Reading Fundamentals of Reading (two courses on one level) Reading skills Advanced Reading Proficient Reading Again these are general descriptions, don’t be too concerned if your course descriptions don’t exactly match the descriptions in the rubric.
Reading Vocabulary Literal and Inferential Comprehension Critical Thinking Fluency Transfer Grade 12+ CB21 1 level Below Transfer Equivalency 10-12 Expand knowledge of academic/specialized/ technical vocabulary. Use contextual references effectively. Differentiate between informal/formal language use. Employ appropriate language/audience. Analyze longer, more complex passages. Paraphrase the central point. Summarize, map and outline stated and /or implied main ideas, major and minor supporting details. Distinguish among patterns of organization. to analyze the logic of texts. Differentiate between reaction and evaluation. Synthesize/Analyze/Apply information from non-fiction text and literature. Draw a conclusion and make generalizations. Analyze arguments and recognize logical fallacies. reading skills to multiple informational and non fiction texts and literature. Exhibit fluency in longer, more complex passages. Evaluate strategies for enhancing reading rate (i.e. skimming, scanning, adjusting rate according to purpose and materials). Make and evaluate predictions in reading. Use and evaluate usage of schema and other metacognitive strategies to construct meaning from text with the intention of achieving self-regulation in learning through reading. Create and evaluate summaries, maps and outlines to monitor comprehension of material. CB21 2 levels below Transfer Grade Acquire general academic vocabulary. Use contextual analysis to decipher unknown words. Use structural analysis to decipher unknown words. Employ dictionary/reference skills. Identify the central Recognize stated main ideas. Determine implied main Identify major and minor supporting details. Demonstrate ability to summarize, map, and outline main and details in readings. Distinguish among patterns of organization. Distinguish between fact and opinion. Identify the author’s purpose (persuade, inform, entertain). Recognize the author’s tone. Apply strategies for enhancing reading rate (i.e. skimming, scanning, adjusting rate according to purpose). predictions in reading. Utilize schema and other metacognitive strategies to construct meaning from text. Introduce notion of self-regulation in learning through reading. Create summaries, maps and outlines to monitor comprehension of material.
Mathematics Define and Manipulate Solve Graph Applications Intermediate Algebra CB21 – 1 level Below Transfer Define and manipulate nonlinear and linear functions and relations. Solve a variety of nonlinear equations, e.g. logarithmic, inverse, quadratic equations, absolute value, rational Create, analyze and interpret graphs of linear and non-linear relations. Apply algebra skills to a variety such as: Growth and Logic reasoning Geometry Optimization Quadratic Applications such as: motion, mixture, work Elementary/ Introductory Algebra CB21 - 2 levels below Transfer Define and manipulate linear expressions and polynomials Solve any linear equation, a variety of 2 variable linear equations (systems) and factorable quadratic equations. Plot points and linear equations on a Cartesian coordinate system. Set up linear equations representing situations, solve, justify and interpret the solution in the context of the problem. Pre-Algebra CB21 – 3 levels below Transfer Define and manipulate signed numbers and variables. Solve simple linear equations in one variable. Introduction to the number line. Apply a known formula to a given situation. Basic Mathematics (Arithmetic) CB21 – 4 levels below Transfer Define and manipulate nonnegative rational numbers. Introduce concepts and symbols of equality and inequality. -------------------------------------- Apply the correct operation to a given situation.
The rubrics on the following pages represent those kinds of outcomes generally found in credit ESL courses. These represent exit—not entry—skills. ESL Writing Writing Type and Length Organization/ Coherence Development Vocabulary Sentence/Structure Spelling, Mechanics CB21 1 level below Freshman or English 1A Write expository essays which reference outside sources, including non –fiction, using a variety of rhetorical strategies. (500-750 words) Organize paragraphs into a logical sequence, developing the central idea of the essay to a logical conclusion. Integrate the ideas of others through paraphrase, summary, and quotation into a paper that expresses the writer’s own opinion, position, or analysis as developed through multiple revisions. Utilize a wide of vocabulary, including academic vocabulary. Use sentences of varying structure and type, including subordination, coordination, and transitional devices. CB21 2 levels below Write essays with clear thesis statements using various rhetorical modes. (350+ words). Write an essay including introduction, body, and conclusion. Write well developed essays based on their emerging competence in writing. Attempt a wide range of vocabulary; word choice sometimes interferes with meaning. Correctly use a variety of sentence structures, including mastery of perfect tenses. CB21 3 levels below Write one or more paragraphs with a clear topic sentence. Organize paragraphs that have a clear, beginning, middle, and end exhibiting paragraph mastery. topic sentences with relevant support, main points and specific supporting details and examples. Utilize core vocabulary with emerging accuracy. Attempt a variety of sentence structures with emerging control over perfect tenses. CB21 4 levels below Write one paragraph on familiar topics. Write a focused, unified paragraph, including a topic sentence. Demonstrate emerging control of supporting details. Use general vocabulary on familiar topics. Correctly use simple and compound sentences, including simple and continuous tenses, with regular and irregular
Freshman or English 1A may include texts written for native English speakers. Authentic texts are usually supported by context and/or vocabulary notes to aid understanding. Expository texts are short and/or simplified and narrative elements may predominate. Articles from 1-4 pages in length. In addition to a main text, may include a book-length work, either a simple, authentic work or a simplified book. Sometimes understand new words from context. Understand most general vocabulary but know only a few academic words, such as on the Academic Word List. transitional devices to comprehend the meaning and structure of a text. Usually distinguish between main and supporting in texts which have familiar content and/or language. Often understand new information from texts with familiar language. and retrace reading for most authentic texts. Occasionally use textual cues such as sentence connectors and transitional devices to comprehend the meaning and structure of a text. CB21 4 levels below Freshman or English 1A Understand simplified personal, professional, academic and narrative texts on familiar and concrete topics. Articles are usually 1-3 in length. If a supplemental book is used in addition to the main text, it is a simplified version. Have little knowledge of word roots, including affixes. Sometimes understand new words and/or phrases when the context supports meaning. Have little or no receptive knowledge of academic words. With support, use textual cues such as sentence connectors and transitional devices to comprehend the meaning and structure of a text. Sometimes distinguish between main and supporting ideas in texts which have familiar content and/or language. Understand some new information from texts with familiar language. Read in short phrases with developing fluency. Sometimes understand common cultural references. CB21 5 levels below Freshman Generally understand simplified personal, professional, academic and narrative texts on familiar and concrete topics if teacher and text support is provided. Understand simple sentences which contain familiar words and phrases. locate facts in short, simple texts. Occasionally understand the central meaning and/or details of texts Read word by word or in short phrases. Rarely understand common cultural references.
or English 1A Articles are usually 1-2 pages in length. If a supplemental book is used in addition to the main text, it is a graded reader. Sometimes understand clearly related sentences when context, background knowledge, or visual information supports meaning. Have no knowledge of academic words. English vocabulary ranges from 700-1000 words. when content and language are familiar. Sometimes understand new information from texts with familiar language. CB21 6 levels below Freshman or English 1A Understand simplified narrative texts on familiar and concrete topics if teacher and text support is provided. Articles are usually 1-2 pages in length. A supplemental work is usually not required aside from the main text. Comprehend familiar and/or phrases which may appear in lists, labels, signs, forms, and directions, as well as in very simplified texts. English vocabulary ranges from 400-700 words. Sometimes locate facts in short, simple texts. With help, understand new information from texts with familiar language. Usually read slowly, word by word. Lack understanding of common cultural references. ESL Listening Speaking Type and Length Listening Speaking Pronunciation CB21 1 level below Give speeches and participate in classroom discussions on complex and often controversial Sustain understanding of essential message and most details of lengthy extended discourse on a variety of professional and Use a wide variety of concrete and abstract vocabulary. Communicate shades of meaning much as Be generally comprehensible with some errors in
2 levels Freshman Composition or English 1A continued one’s own opinion. Speeches are usually less than 5 minutes or longer if done with partners. Classroom discussions are extended and can sustain a topic for 15-20 minutes or more. Usually identify subjects and details when listening to extended speech and rarely misunderstand the central message. Take notes focusing on key supporting details of extended adapted discourse that is conceptually and linguistically accessible. Generally be understood by attentive listeners. Have control over many basic and complex grammatical structures. pauses do not interfere with intelligibility. CB21 3 levels below Freshman Composition or English 1A Give speeches and participate in classroom discussions on topics ranging from personal to academic. May to incorporate one or more sources to augment information included in the presentation. Speeches are about 3-5 minutes. Classroom discussions require significant assistance from the instructor in to sustain a topic beyond 10 minutes. Often understand new information in brief personal interactions. Demonstrates understanding that is uneven and generally affected by length, topic familiarity, and cultural knowledge. Often identify subjects and details when listening to extended speech, but sometimes misunderstand the central message. Usually understand natural speech when the situation is familiar or fulfills immediate needs. Take notes on unfamiliar topics with extra linguistic support. Perform basic communication tasks in many social situations. Often demonstrate awareness of target culture by choosing language appropriate to context. Use concrete and abstract vocabulary. Use a limited of grammatical structures correctly. Maintain a face-to-face conversation on a familiar topic. Occasionally express original with limited grammatically accuracy. Sometimes use language that is not situational or culturally appropriate. Be occasionally misunderstood even by attentive listeners. Be generally intelligible with significant errors in pronunciation. Exhibit frequent errors in phonemic and non-native stress and intonation patterns. Use non-native pauses that occasionally interfere with intelligibility. CB21 4 levels below Freshman Composition or English 1A Share experiences, ideas, and some opinions in small and large group settings. May give one or more speeches, with or without outside information. Oral presentations may be 2-3 minutes. Understand familiar information in interactions that fulfill immediate personal needs. Sometimes understand new information when the situation is strongly supported by context and interaction. Use strategies to clarify messages. Ask and answer both yes/no and “Wh” questions. Initiate and respond to simple statements. Exhibit frequent phonemic errors and non-native stress and intonation patterns that sometimes interfere with communication. Speak with numerous