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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#: 40 Program Year: 2025-2026
Civic Objective: Respond to questions about the history and government of the United States in order to be successful in the naturalization process.
TOPSpro Form #: 405C AAP #: 40.5
Assessment Type: Portfolio

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 *Discuss basic historical events or patriotic symbols.
3 *Identify the three branches of American government.
6 *Name the current leading government officials in the 3 branches of the federal government and those of your local and state government.
7 Read, discuss, and/or write about issues relating to the Constitution and the Bill of Rights.
8 Describe the responsibilities of three branches of American Government.

Additional Assessment Plan Tasks

Task: 1

Description: Create a Timeline
Content A (BL-A) (5 items, 5 points possible)
Student will be given a list of 5 important events in U.S. history. Student will write them in correct order on a timeline.

Content B (IL-A) (5 items, 10 points possible)
Student will write a brief explanation of the significance of each of the 5 events student listed on the timeline.

Points Possible:15Level:Beginning Low - Advanced
Scoring Rubric Points
Content A
Event written in order on the timeline with correct spelling. 1
Event written in incorrect order, event misspelled, or no event written. 0
Content B
Explanation is appropriate, clear, complete and has correct content. There may be errors that do not interfere with meaning. 2
Explanation is appropriate and has correct content. It may be partially complete. There may be errors which interfere with meaning, but the explanation can be understood with inference. 1
Explanation is inappropriate, incomprehensible, or incorrect or there is no explanation. 0

Task: 2

Description: Prepare a Chart of 3 Branches of Government
Content A (BL-A) (3 items, 3 points possible)
Student will make a chart naming the 3 branches of the Federal Government.

Content B (BL-A) (12 items, 12 points possible)
Student will complete the chart by describing up to 4 ( BL=1, BH=2, IL=3, IH-A= 4) duties and/or important pieces of information about each branch.

Optimally, the chart will be created on a computer and sent to the assessor electronically.

Points Possible:17Level:Beginning Low - Advanced
Scoring Rubric Points
Content A
Branch of government correctly named and spelled. 1
Branch of government not named or misspelled. 0
Content B
Description is correct and comprehensible. 1
Description is incorrect or incomprehensible or there is no description. 0
Legibility, Neatness, and Spelling
Neat and legible. Spelling errors do not interfere with meaning. 2
Not neat or legible or spelling errors interfere with meaning. 0

Task: 3

Description: Create a Directory of Government Officials
Content A (10 items, 10 points possible)
Student (BL-A) will list the name and position of up to 4 (BL-BH=2, IL=3, IH-A=4) officials at the federal level, up to 3 (BL-BH=1, IL= 2, IH-A=3) at the state level, and up to 3 (BL-BH=1, IL= 2, IH-A=3) at the city level.

Content B (5 items, 10 points possible)
Student (IL-A) will choose up to 5 (IL=4, IH-A=5) of the officials in Content A and write at least 2 sentences describing each official’s job.

Points Possible:20Level:Beginning Low - Advanced
Scoring Rubric Points
Content A
Official’s name and position held is correct. Spelling errors are acceptable if names and positions are clear. 1
Name and/or position omitted, or incomprehensible. 0
Content B
Description is appropriate and has correct content. There may be errors but they do not interfere with meaning. 2
Description is appropriate and has correct content. It may be partially complete. There may be errors which interfere with meaning but the description can be understood with inference. 1
Description is inappropriate, incomprehensible or incorrect or there is no description. 0

Task: 4

Description: Write About Becoming a Citizen
Student will complete an authentic writing task (IH=2-3 paragraphs, A=3-5 paragraphs) such as an email or a letter to a friend, relative, teacher or employer, or an article for the school newspaper, etc. explaining why they would like to become a U.S. citizen. Student will include at least 2 reasons based on their study of U.S. History, the U.S. Constitution and the Bill of Rights.

Optimally, the writing task will be created on a computer and sent to the assessor electronically.

Points Possible:25Level:Intermediate High - 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 paragraph(s). 18
Addresses all parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in adequately-organized paragraph(s). 16
Addresses the task in a general way but may have gaps. Many ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. May require some inference. May be written in loosely-organized paragraph(s). 14
Addresses the task minimally but relation to the task is evident. May be unfocused or unclear. Little or no supporting detail. May require a substantial degree of inference. May not be written in paragraph(s). 12
Nothing written or content is incomprehensible or inappropriate. 0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, spelling capitalization or punctuation. 5
Some errors in grammar, structure, spelling, capitalization or punctuation that do not distract the reader. 4
Many errors in grammar, structure, spelling, capitalization or punctuation that may require the reader to infer meaning. 3
Errors make the writing difficult to understand even with inference. 0
Format, Neatness and Legibility
Uses standard letter format including a date, salutation, a closing and the writer’s signature. May also include sender and recipients addresses. Writing is neat and legible. —OR— Email: —Uses standard email format including 4 items: an appropriate subject, salutation, closing, writer's contact information such as name, address, email address and phone number. —OR— Article: Has a title, and uses appropriate indentations etc. Writing is neat and legible. 2
Uses letter format including a date, salutation and the writer’s signature. Writing is legible but may not be neat. —OR— Email: —Uses standard email format including 3 items: an appropriate subject, salutation, and writer's contact information such as name, address, email address and phone number. —OR— Article: Uses appropriate indentations. May be legible but not neat. 1
Not in letter format or writing is neither legible nor neat. —OR— Email: Not in standard email format. —OR— Article: Does not have a title, does not use appropriate indentations, etc., and/or writing is neither legible nor neat. 0

Task: 5

Description: Select Work Sample
Student will choose a sample of student's classroom work to include in the portfolio and provide a brief explanation giving the reason for choosing this sample. If the explanation is given orally, assessor will provide a summary or a checklist for inclusion in the portfolio.

Points Possible:2Level:Beginning Low - Advanced
Scoring Rubric Points
Work sample included and explained. 2
Work sample not included and/or not explained. 0

Task: 6

Description: Reflect on Learning
Student will answer 3 questions (or complete a checklist or questionnaire) reflecting on student’s increased knowledge of U.S. History and Government based on what student has learned. (3 simple questions requiring short answers for BL-BH and more complex questions requiring longer responses for IL-A)

Points Possible:2Level:Beginning Low - Advanced
Scoring Rubric Points
Responses are appropriate, clear, and complete. There may be errors but they do not interfere with meaning. 2
Responses are appropriate. They may lack clarity or may be partially complete. There may be errors which interfere with meaning but the responses can be understood with inference. 1
Responses are inappropriate, incomprehensible or there are no responses. 0

Rating Scale/Passing Scores

Total Points Possible: 81
Advanced: 72
Intermediate High: 64
Intermediate Low: 39
Beginning High: 16
Beginning Low: 12
View Civic Obj & AAP List