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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#: 48 Program Year: 2025-2026
Civic Objective: Effectively use online tools to learn, communicate and collaborate with others.
TOPSpro Form #: 484C AAP #: 48.4
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.
1 *Identify and categorize current uses of digital communication (e.g. messaging tools, email, text, blogs, social media, video call and conferencing tools, AI, etc.).
3 *Identify common elements (e.g. greeting, signature, recipient) of an email message, blog post, social media comment, etc.
4 *Use appropriate language and behavior to communicate effectively in a digital environment (i.e., Netiquette).
7 *Use online communication tools appropriately to exchange information.
9 *Write an email, blog post or social media post, etc., using appropriate style, tone and register.
10 Conduct an online interview with a teacher-approved subject/interviewee and summarize the responses.
11 Participate in an online discussion by asking questions and taking notes.
16 *Identify and/or use digital tools for active participation in a synchronous or asynchronous online learning environment which may include remote testing.
18 Analyze and evaluate information found online and/or in other media, (e.g. television, radio, social media, news sources, podcasts, etc.)
19 *Use self-assessment tools to ID gaps in tech info, knowledge and competence.

Additional Assessment Plan Tasks

Task: 1

Description: Survey Classmates about Online Communication
Students will survey up to 5 classmates (BL = 3, BH = 5) about their experiences learning, taking tests, communicating and/or collaborating online, then report findings orally or in writing.

Sample survey questions may include:
• Which online communication tools do you use for learning and/or taking tests?
• Which online learning tools do you like? Why?
• Which do you use most: email, texting, Zoom, Teams, Google Meet, AI, etc.? Why?
• How do you communicate with friends and family in your home country?

Sample findings on one question: Two students use Zoom. They have online classes. Three students use text. They text friends and family.

Optimally, survey will be conducted and findings will be reported using virtual communication tools such as Padlet, Zoom, Google Meet, Teams, etc.

Points Possible:10Level:Beginning Low - Beginning High
Scoring Rubric Points
Content
Response is correct and comprehensible. 2
Response is incorrect or incomprehensible or there is no response. 0

Task: 2

Description: Interpret and Respond to an Online Communication

Content A (5 items, 10 points possible)
Given a level-appropriate authentic email, blog post, social media post, podcast, video clip or other online communication example, student will respond orally (BL) or in writing to 5 level-appropriate questions or prompts about the content, format, style, central idea, details, point of view, tone, register, etc. of the communication, such as:

Examples for BL-BH
Email:
• Who is the sender?
• Who is the recipient?
• What is the topic?
• What does the writer ask about?

Podcast/Video clip:
• What is the topic?
• What are a few key details?
• Is the source reliable?
• What is the author’s feeling? (tone, register, etc.)

Examples for IL-A
Email:
• Does the subject line accurately describe the content of the message?
• What is the tone of the message? Is it appropriate for the subject matter and recipient?

Video clip or other online source:
• What is the topic?
• Assess the reliability of the online source.
• What is the tone and/or register?
• Determine the central idea or theme.
• Cite specific details and evidence from the video.
• Summarize the text.

Content B (14 points possible) (IL-A)
Given an agency-provided email, student will reply using level-appropriate style, tone, register and format. Student will include 3 content elements such as: (1) identify self and school, (2) state a reaction (including any issues, problems or concerns), and (3) request assistance from or action to be taken by the recipient of the message.

Optimally, the response for Content B will be created on a computer and sent to the assessor electronically.
Points Possible:24Level:Beginning Low - Advanced
Scoring Rubric Points
Content A
Answer is appropriate, clear, complete, and has correct content. There may be errors but they do not interfere with meaning. 2
Answer is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the answer can be understood with inference. 1
Answer is incorrect or incomprehensible, or there is no answer. 0
Content B
Addresses all parts of the task effectively. Ideas are well stated, clearly expressed, and supported with concrete, relevant detail. No inference is required. Uses appropriate style, tone and register for recipient(s) of message. 10
Addresses all parts of the task adequately. Some ideas may not be well stated. May require minimal inference. Uses appropriate style, tone or register for recipient(s) of message. 8
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 not use appropriate style, tone or register for recipient(s) of message. 6
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 use appropriate style, tone or register for recipient(s) of message. 4
Nothing written or content is incomprehensible or inappropriate or style, tone and register are inappropriate. 0
Grammar, Structure and Mechanics
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
Format
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. 2
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. 1
Not in standard email format. 0

Task: 3

Description: Participate in an Online Discussion and Follow-up Writing Task
Students will prepare for and participate in a synchronous (real-time) or asynchronous online group discussion, or individual online interview, via the internet (e.g. webinar, video conference, chat, etc.) with an agency-arranged guest speaker or subject/interviewee approved by the instructor. Student will complete a level-appropriate writing task about the discussion which includes up to 4 elements (IL=3, IH-A=4) such as: (1) restate/summarize the key ideas expressed, (2) build on the idea of the speaker and/or add relevant information and evidence, (3) state questions they still have after the discussion, (4) express student’s own ideas clearly and persuasively.

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

Points Possible:24Level: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. 16
Addresses all parts of the task adequately. Some ideas may not be well stated. May require minimal inference. 14
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. 12
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. 10
Nothing written, or content is incomprehensible or inappropriate. 0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, spelling, capitalization or punctuation. 6
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
Format
Paragraph(s) form (i.e. title, indentation, margin(s)) is correct. If handwritten, writing is neat and legible. 2
Paragraph(s) form (i.e. title, indentation, margin(s)) is mostly correct. If handwritten, writing is mostly neat and legible. 1
Paragraph(s) form is not evident and or writing is not legible. 0

Rating Scale/Passing Scores

Total Points Possible: 48
Advanced: 43
Intermediate High: 38
Intermediate Low: 33
Beginning High: 16
Beginning Low: 11
View Civic Obj & AAP List