| 1 |
Read and reconcile financial statements. |
| 2 |
Compare advantages and disadvantages of using cash, credit, checks, debit cards, and online services to make purchases and pay expenses. |
| 3 |
*Read and discuss credit card and bank statements. |
| 7 |
*Fill out a basic application for a bank, credit card, online/mobile payment services account; identify requirements for opening an account. |
| 11 |
*Read and fill out a personal check, a check register and/or deposit and withdrawal slips. |
| 15 |
Fill out applications (e.g. for a loan, checking or savings account, credit card or online/mobile payment services, etc.). |
| 16 |
Contact a financial institution (e.g. to dispute a service charge, report a stolen credit card, complain about bank services, etc.). |
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90% of the items assigned to the Intermediate Low-Advanced level students are correct
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10 |
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80% of the items assigned to the Intermediate Low-Advanced level students are correct
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8 |
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70% of the items assigned to the Intermediate Low-Advanced level students are correct
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6 |
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80% of the items assigned to the Beginning Low- Beginning High level students are correct
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4 |
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70% of the items assigned to the Beginning Low- Beginning High level students are correct
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2 |
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Less than 70% of the items assigned to the Beginning Low-Advanced level students are correct
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0 |
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Neat and legible. Spelling errors do not interfere with meaning.
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2 |
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Not neat or legible or spelling errors interfere with meaning.
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0 |
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Check is appropriate, clear, complete, and has correct content. There may be errors but they do not interfere with meaning and will not cause the bank to return the check.
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5 |
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Check is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the check can be understood with inference and the errors or lack of completeness will not cause the bank to return the check.
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3 |
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Check is inappropriate, incomprehensible, or incorrect, or there is no check, and/or there are errors that will cause the bank to return the check.
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0 |
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Register entry is appropriate, clear, complete, and has correct content. There may be errors but they do not interfere with meaning.
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5 |
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Register entry is appropriate and has correct content. It may lack one of the 5 items, except the amount of the check. There may be errors which interfere with meaning but the register can be understood with inference.
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3 |
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Register entry is inappropriate, incomprehensible, or incorrect, or there is no statement.
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0 |
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Slips are appropriate, clear, complete, and have correct content. There may be errors, but they do not interfere with meaning and will not cause the bank to reject the transaction.
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5 |
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Slips are appropriate and have correct content. They may be partially complete. There may be errors that interfere with meaning, but the slips can be understood with inference, and the errors or lack of completeness will not cause the bank to reject the transaction.
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3 |
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Slips are incomplete and/or have errors that interfere with meaning and will cause the bank to reject the transaction.
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0 |
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Reconciliation form contains the 4 key elements.
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15 |
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Reconciliation form has 3 key elements but there are errors in calculation that prevent a balanced account.
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12 |
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Reconciliation form matches the check register credits but not the debits; or it matches the debits but not the credits.
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9 |
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Reconciliation form contains an incorrect opening balance and incorrect debits and credits.
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6 |
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Reconciliation form contains the opening balance only.
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3 |
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No reconciliation form or form does not contain any of the four key elements.
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0 |
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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).
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14 |
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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).
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12 |
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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).
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10 |
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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).
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8 |
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Nothing written, or content is incomprehensible or inappropriate.
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0 |
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Almost no errors in grammar, structure, spelling, capitalization, or punctuation.
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4 |
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Some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader.
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3 |
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Many errors in grammar, structure, spelling, capitalization, or punctuation that may require the reader to infer meaning.
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2 |
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Errors make the writing difficult to understand even with inference.
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0 |
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Letter: Uses standard letter format including 4 items: an appropriate date, salutation, closing, and the writer’s signature. May also include sender’s and recipient’s 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.
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2 |
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Letter: Uses standard letter format including 3 items: 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.
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1 |
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Letter: Not in standard 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.
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0 |
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