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#:	73	Program Year:	2025-2026
Civic Objective:	Demonstrate the language and literacy skills necessary to effectively participate in workforce training and work in Information and Communication Technologies.
TOPSpro Form #:	731C	AAP #:	73.1
Assessment Type:	Oral, Written, Role Play
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.
1	*Identify and demonstrate basic parts and functions of a computer.
2	*Identify, describe and/or demonstrate actions for use of a computer and/or navigate the internet (e.g. computer applications, etc.).
3	*Describe and/or demonstrate one’s ability to use a computer, for example in the context of a job interview or job application process.
4	Use technology, including the Internet, to produce and publish writing.
5	Use technology to communicate, interact and collaborate effectively with others.
8	*Use self-assessment tools to ID gaps in tech info, knowledge and competence.

Additional Assessment Plan Tasks

Task: 1

Description:	List Actions Needed to Operate a Computer or Chromebook Student (BL-BH) will describe pictures orally or in writing with appropriate sentences describing the action illustrated in the image. (BL-4, BH-6)
Points Possible:	12	Level:	Beginning Low - Beginning High

Scoring Rubric	Points
Content
Statement is appropriate, clear, complete, and has correct content. There may be errors, but they do not interfere with meaning.	2
Statement is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the statement can be understood with inference.	1
Statement inappropriate, incomprehensible, or incorrect, or there is no statement.	0

Task: 2

Description:	Role Play a Job Interview Focused on Computer Skills In a simulated job interview, student will play the role of the applicant; assessor will play the role of the employer. Content A (BL-A): General Interview Questions (up to 6 items, up to 12 points) 1)Introduction and closing (2 items) - Students will greet and introduce themselves to the assessor. - Student will close the interview (e.g., by saying, “Thank you….” 2) Basic interview questions (4 itmes) Student will answer up to 4 basic questions(BL=2, BH=3, IL-A=4) asked on a job interview. Sample questions: - Are you working now? And if so, where? - Can you use a computer? - Tell me about one of your computer skills. - Can you tell me about another skill you have on the computers? Content B (IL-A) Specific Interview Questions (up to 3 questions, up to 9 points possible) IL-A student will answer up to 3 more involved job interview questions (IL=1, IH=2, A=3) regarding skills, ambitions, Sample questions: - Tell me about your experience using a computer. - Please describe how your computer abilities can help you at work. - What technology skills would you like to develop in the future? Body Language (3 items, 3 points possible) All students will be rated on 3 proper body language characteristics such as eye contact, posture, no fidgeting, firm handshake as appropriate, etc. Demonstration (1 item, 2 points possible) All students will be rated on demonstrating one of the skills described in the interview. (Assessor will instruct student to show one of skills mentioned by the student and to say what they are doing. (For example, BL student might say, “I can open the browser,” while opening the browser.)
Points Possible:	26	Level:	Beginning Low - Advanced

Scoring Rubric	Points
Content A
Utterance is appropriate, clear, complete and has correct content. There may be errors but they do not interfere with meaning.	2
Utterance is appropriate and has correct content. It may be partially complete. There may be errors which interfere with meaning but the utterance can be understood with inference.	1
Utterance is inappropriate, incomprehensible or incorrect or there is no utterance.	0
Content B
Utterance is appropriate, clear, complete and has correct content. There may be errors but they do not interfere with meaning.	3
Utterance is appropriate and has correct content. It may be partially complete. There may be errors which interfere with meaning but the utterance can be understood with inference.	2
Utterance is inappropriate, incomprehensible or incorrect or there is no utterance.	0
Demonstration
The appropriate action is demonstrated and described.	2
The appropriate action is demonstrated, but not properly described.	1
The action is neither demonstrated nor described successfully.	0
Body Language
Each appropriate body-language characteristic demonstrated	1
Each appropriate body-language characteristic not demonstrated	0

Task: 3

Description:	Create a Writing Project About Computer Technology Student will complete an authentic writing task about a computer-technology related topic such as the use of technology in society or in the student’s life. Student will identify a main point and up to 3 supporting details (IL=1, IH=2, A=3). Student will use computer technology to create the project on Google Docs, Word, or other format. The project will include at least one image. A source for the image (whether personal or from the internet) will be cited. The project will be created on a computer and sent to the assessor electronically.
Points Possible:	20	Level:	Intermediate Low - Advanced

Scoring Rubric	Points
Content
Addresses all parts of the task effectively. Ideas are well stated, clearly expressed and supported with concrete, relevant detail. No inference is required. Written in well-organized paragraphs and includes one main point and 3 supporting details.	14
Addresses all parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. May be written in adequately-organized paragraph(s) and includes one main point and at least 2 supporting details.	12
Addresses the task in a general way but may have gaps. Many ideas may not be well stated. May lack clear focus. May require some inference. May be written in loosely-organized paragraph(s) and includes one main point and at least one supporting detail.	10
Addresses the task minimally but relation to the task is evident. May be unfocused or unclear. May lack supporting detail. May require a substantial degree of inference. May not be written in a paragraph(s).	8
Nothing written or content is incomprehensible or inappropriate.	0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, spelling capitalization or punctuation.	4
Some errors in grammar, structure, spelling, capitalization or punctuation that do not distract the reader.	3
Many errors in grammar, structure, spelling, capitalization or punctuation that may require the reader to infer meaning.	2
Errors make the writing difficult to understand even with inference.	0
Format
Essay or personal narrative: appropriate formatting used (such as paragraph breaks, use of topic sentences, etc.) Essay includes a minimum of two paragraphs. At least one source is cited appropriately within the essay. Google slide or PowerPoint Presentation: Presentation includes at least 8 slides, each slide includes at least one sentence and an image or chart. At least one source is cited appropriately within the presentation.	2
Appropriate formatting is used, as described above, but no source is cited.	1
Project does not meet formatting requirements and no source is cited.	0

Rating Scale/Passing Scores

Total Points Possible:	46
Advanced:	41
Intermediate High:	32
Intermediate Low:	25
Beginning High:	21
Beginning Low:	14