CASAS ELC AAP - AAP Detail

General Information

All students can participate in EL Civics instruction and assessment. However, only ESL students in WIOA II EL Civics education programs can earn payment points for passing COAAP assessments. ABE, ASE, and CTE students can earn CAEP Immigrant Integration Indicator (I3) outcome for CAEP but not payment points for WIOA II. Please see Successful Implementation of COAAPs for CAEP Agencies for a crosswalk for ABE/ASE/CTE student placement into ESL COAAP instructional levels.
Civic Objective#:	48	Program Year:	2025-2026
Civic Objective:	Effectively use online tools to learn, communicate and collaborate with others.
TOPSpro Form #:	486C	AAP #:	48.6
Assessment Type:	Oral, Written
Level Range
From:	Beginning Low	To:	Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
20	*Identify and/or explain how AI works, its current everyday uses including in the workplace, and safety precautions during use.
21	*Identify, evaluate, and/or analyze the appropriate use of AI in community, school or work environments.
22	*Use information skill strategies to recognize and/or address inaccuracies in digital content (e.g. phishing in emails and texts, AI-generated images, etc.).
23	*Engage in digital environments on the design, creation, and/or revision of content for school, work, or civic engagement (e.g. a slide, slide show, video presentation, study guide, summary of meeting notes, illustration or chart, etc.).

Additional Assessment Plan Tasks

Task: 1

Description:	Identify How AI Works (BL-BH) 14 points possible After being given level-appropriate information on AI (e.g. what AI is, what it can do, and where it can be found in daily life and in the workplace): Content A (4 items, 4 points possible) Student will list up to 4 uses of AI (BL=2, BH=4) (e.g. write memos, recipes, reports, translate, choose a product, summarize searches and/or content, make charts or tables, etc.). Content B (5 items, 10 points possible) Student will identify up to 5 things they know about AI (BL=3, BH=5) in (BL) words, phrases or (BH) sentences. Sample answers: • Computer tool. • AI helps people with work. • AI can write. • AI can make pictures. • AI is not a person. • People tell AI what to do.
Points Possible:	14	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Content A
Each item is correct and comprehensible.	1
Each item is incorrect or incomprehensible or there is no item listed.	0
Content B
Utterance expressed effectively in a word, phrase or sentence. There may be errors, but they do not interfere with meaning.	2
Utterance expressed adequately in a word, phrase or sentence. There may be errors that interfere with meaning, but the response can be understood with inference.	1
No utterance or content is incomprehensible or inappropriate.	0

Task: 2

Description:	Explain How AI is Used (IL-A) 20 points possible After conducting online research using recent articles and/or video tutorials for level-appropriate information on general AI topics and/or AI workplace tasks and tools (e.g., AI’s current uses in society and/or AI tools or how AI platforms are used in the students’ desired industries), student will explain up to 5 findings (IL=3, IH=4, A=5) in an oral presentation with media support (e.g., live narrated or recorded slide show, poster gallery walk, micro-lecture, etc.) citing article and video URLs. Sample findings: • AI helps find things on the Internet. • A large majority of businesses use or plan to use AI. • Employees use AI to summarize documents and Websites. • AI can generate videos, pictures, and music. • It can adjust the language of a document or website to suit the user’s needs.
Points Possible:	20	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content
Report is appropriate, clear and has correct content. All 5 findings are explained, clearly expressed, and well-organized. Report identifies source(s). There may be errors, but they do not interfere with meaning.	14
Report is appropriate, clear and has correct content. At least 4 findings are explained and somewhat well expressed and adequately organized. Report identifies source(s). There may be errors, but they do not interfere with meaning.	12
Report is appropriate and has correct content. At least 3 findings are explained, but may lack sufficient detail. Report identifies source(s). There may be errors, but they do not interfere with meaning.	10
Report is appropriate and has correct content. At least 2 findings are explained, but may lack sufficient detail. Report may not identify source(s). There may be errors, and some may interfere with meaning.	8
Report is inappropriate, unclear, incorrect, no findings are explained, or there is no report.	0
Visual Aid
Visual aid is relevant, appropriate and connects to the findings. Visuals are well designed and accessible.	4
Visual aid is relevant and appropriate, but may not always connect to the findings. Visuals are clear but may not be accessible.	2
Visual aid is not relevant, not appropriate, does not connect to any of the findings, and are neither clear nor accessible, or there is no visual aid.	0
Presentation
Student uses effective speech (e.g., volume, speed) through most of the presentation and refers to the visual aid.	2
Student does not use effective speech (e.g., too soft, too fast) and/or does not refer to the visual aid.	0

Task: 3

Description:	Use AI to Complete a Task (BL-A) Content A (10 points possible) Given an agency- or student-selected topic or task, Student (BL-BH) uses prompts in a simple AI ed tech tool (Canva, Padlet, Copilot, Gemini, ChatGPT) to generate one or more images on the topic or steps for the task. Student (IL-A) creates an effective prompt sequence to summarize key information about the topic or task. The work includes initial and follow-up prompts to demonstrate student’s ability to revise the prompt to get the desired result. Content B (13 points possible) Student (IL-A) will reflect on and evaluate their prompt writing in Content A using a series of up to 4 questions (IL=3, IH-A=4). Student will then write a paragraph summarizing their prompt writing process using answers to the same questions, such as: 1. How many times did you revise your initial prompt? 2. How well did the final product match the task? 3. What part of the process worked well? 4. What did AI get right? What did it get wrong? How did you verify or edit the result? 4. What do you need to work on to make your next prompts more effective?
Points Possible:	23	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
The final prompt is clear, provides sufficient detail and matches the assigned topic.	10
The final prompt provides sufficient detail and matches the topic.	8
The final prompt matches the assigned topic.	5
The final prompt does not meet any of the criteria above or there is no prompt.	0
Content B
Summarizes the task effectively including the 4 pieces of information. Ideas are well stated, clearly expressed, and supported with concrete, relevant detail. No inference is required. Written in a well-organized paragraph.	10
Summarizes the task adequately including at least 4 pieces of information. Some ideas may not be well stated but contains relevant detail. May require minimal inference. Written in an adequately-organized paragraph.	8
Summarizes the task adequately including at least 3 pieces of information. Some ideas may not be well stated. Contains some relevant detail. May require some inference. May be written in a loosely-organized paragraph.	6
Summarizes the task in a general way including at least 2 pieces of information. Many ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. May require some inference. May be written in a loosely-organized paragraph.	4
Nothing written or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, spelling, capitalization, or punctuation.	3
Some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader.	2
Many errors in grammar, structure, spelling, capitalization, or punctuation that may require the reader to infer meaning.	1
Errors make the writing difficult to understand even with inference.	0

Rating Scale/Passing Scores

Total Points Possible:	43
Advanced:	38
Intermediate High:	32
Intermediate Low:	24
Beginning High:	19
Beginning Low:	12