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Effective assessment requires a clearly defined purpose. Thus, you must ask
yourself several important questions. In each section be specific and include
exactly what you are going to say and do. Your task is to design an assessment
task for speaking using the frame provided below, based on Stiggins, 1994. The
task is due on Wednesday 1st April. Please make sure that you attach all
materials necessary for learners to complete the task.
What am I trying to
Purpose: achievement test (after completing a part of the
Food Unit).
assess?
Speaking about favorite food and/or drinks (likes and
dislikes).
What do my pupils
need to know?
What prerequisite
skills do my pupils
need to have?
At what level do my
pupils need to
perform?
What type of
knowledge is being
assessed: reasoning,
memory, or process?
Projekt Nauczanie Dwujzyczne. Studia drugiego stopnia w jzyku angielskim wspfinansowany przez Uni Europejsk
w ramach Europejskiego Funduszu Spoecznego
assessment task?
How will I score the
assessment?
Procedure (make a detailed list of how to implement the task; the list needs to be
comprehensive for another teacher to be able to implement the task without
discussing it with you):
The assessment task is created for 3rd/4th graders.
Topic: My favorite food and/or drinks.
Objective: students will talk about their favourite food and/or drinks using the
vocabulary items from the unit Good Food Guide.
The task is based on the pairwork. Students are to create a short dialogue (10-15
lines) with a partner, tell them and ask them about their favorite kinds of food
and drinks (10-15 min.) They write down their thoughts.
Next step is the dialogue presentation. Pairs of students present their dialogues
one by one.
Students are provided with the schemes that they should use in their dialogues:
I like________ because________
I do not like________
because________
The teacher assesses their students performance using the assessment rubric:
Realizatorzy projektu:
Projekt Nauczanie Dwujzyczne. Studia drugiego stopnia w jzyku angielskim wspfinansowany przez Uni Europejsk
w ramach Europejskiego Funduszu Spoecznego
1
Beginning
rare use of
vocabulary
items (0-1)
2
Emerging
sometimes
(2-3)
3
Satisfacto
ry
often
(4-6)
4
Capable
more
frequently
(7-10)
5
Proficient
more than
10
vocabulary
items
Relevance
Vocabulary
Final grade:______/10
Notes:
Adapted from Scholastic.com
The teacher has this checklist for each student, adding comments where
necessary.
The teacher gives feedback on how students have performed while meeting with
each student individually. Common questions to be answered by the teacher
before giving verbal feedback are:
- Did my students meet the objective of the assessment task?
- How well did the cooperation between the two students work out? If not
well, what kinds of problems were indicated?
- Was talking time equally divided between the students within the pairs?
- How did they express their ideas (clear statements, original ideas,
repetition of thoughts)?
- Did they use the target vocabulary frequently? How many items?
- Did they repeat the same expressions?
Feedback should be based on the 2:1 principle when the teacher first states two
things a student coped well with, and then points out a part for him/her to work
on.
Realizatorzy projektu:
Projekt Nauczanie Dwujzyczne. Studia drugiego stopnia w jzyku angielskim wspfinansowany przez Uni Europejsk
w ramach Europejskiego Funduszu Spoecznego
Realizatorzy projektu: