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Example Nine :
Class: Grade Six
Subject: English
Outcomes: Students should be able to:
- recognize their strengths and weaknesses
in writing essays
Assessment Strategy : Communication -Conference
Recording Strategy :Anecdotal Record
Assessment Situation: The teacher is required to adopt such a tool to enhance learner’s
higher order skills and meta- cognition.
After the conference, the teacher could record the information s/he has gathered
in an anecdotal record.
Anecdotal Record
Name: Ali Hani
Class: Grade 8
Subject: Writing
Strengths: Ali demonstrated good organization of his ideas, and
good command of the vocabulary he has learned.
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Example Ten
Class: Grade Seven
Subject: English
Outcomes: Students should be able to:
-feel responsible for their learning.
Assessment Strategy : Self-Assessment
Recording Strategy :Learning Log
Assessment Situation: Students should write about their experiences
in reading in their learning log
Self-Assessment in Reading
Name : ------------------------ Date :----------------------------
Name of the book ------------------------------------------------
Reading Strategies:
I use letter sound
I look at the picture.
I make it make sense(reading).
Self – Correct.
I hear my Mistakes and re – read.
Voice
I read loudly enough.
I say the words clearly
Finger – Point:
I follow the print
across the page.
Things I did well:
--------------------------------------------------------------
Things I will work on next time:
-------------------------------------------------------------
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Example Eleven
Class: Grade Eleven
Subject: English
Outcomes: Students should be able to:
- extract skillfully specific information from linear and non-linear texts
- understand and respond to spoken material
- understand the general meaning of a passage of English conversation
- write a report
- produce and deliver a presentation
- express obligation and lack of obligation
Assessment Strategy :
Performance – Based Assessment
Presentation and Debate
Recording Strategy : Rubric
Checklist
Assessment Situation:
First secondary grade students will work on a project to investigate old and
modern methods for food preservation in their area. The class will be divided into
two groups: the first one will work on old methods and the second group will work
on modern methods.
Students are required to produce
a report ,
2. a presentation and
3. to participate in a debate.
Throughout their work, students will follow standards to check and assess
their work. The standards are implied in a checklist for the debate and 2 rubrics:
One for the presentation and the other for the report.
The students are supposed to answer the following questions:
What methods for food preservation are used in your area?
What type of food is used with each?
How is each method carried out?
What kind of preservation is used with each?
What restrictions should be observed?
What are the advantages of each method?
What are the disadvantages of each method?
What is your opinion about them?
Each group has to search and gather information about five methods
and each method should include five type of food. The report must be
4-5 paragraphs and typed in 14 pt.
Time new roman.
The presentation should yield 7 slides at least and contains pictures
and illustrations.
Rubrics:
For assessing a Research Report:
Methods for Food Preservation.
Category | Level 1 | Level 2 | Level 3 | Level 4 |
Amount of information | All questions are answered, with 2 sentences at least for each. | All questions are answered with one sentence at least for each. | Most questions are answered with one sentence at least for each. | Few question are answered with one sentence or phrases. |
Organization | Information is very well organization. | Information is some how organization. | Information is partly organization. | Information is not organization. |
Quality of Information | Information gathered provides answers to the main questions with several examples and details. | Information gathered provides answers to the main questions with some details and examples. | Information gathered provides answers to the main questions, but no details and/ or examples. | Information gathered has little to do with the questions posed . |
Mechanics (conventions) | No grammatical spelling or punctuation errors. | Almost no grammatical, spelling or punctuation errors. | A few grammatical spelling, or punctuation errors. | Many grammatical spelling, or punctuation errors. |
Perfect use of ICT | Perfect use of ICT | Exaggerated use of ICT | ICT is used but not enough | ICT is not used. |
Rubrics: for Assessing a PowerPoint Presentation
Category | Level 1 | Level 2 | Level 3 | Level 4 |
Mechanics | No misspelling or grammatical errors. | Three or fewer misspelling and / or mechanical errors. | Four misspelling and / or grammatical errors. | More than 4 errors in spelling or grammar. |
Organization | Content is well Organized using headings or bulleted lists to group related material. | Use headings or bulleted lists to Organization, but the overall Organization of topics appear flawed. | Content is logically organized for the most part. | There was no clear or logical Organization structure, just lots of facts. |
Content | Covers topic with details and examples. | Good coverage of topic with some details and examples. | Content is not enough, so are the example. | Content is little. |
Requirements | All Requirements are met. | More than is required. | One Requirement is met. | None of the Requirements is met. |
Animation and illustrations. | Perfect suitable and complete. | Suitable animation but illustrations are incomplete. | Animation is not suitable and illustrations are incomplete. | No animation or illustration. |
Checklist for Assessing a Debate
Criteria | yes | no |
Listens attentively. Makes eye contact. Uses appropriate body language. Takes part in group discussion. Follows basic / rules for working together. Offers praise and constructive feedback to other. Offers suggestions and ideas that connect with the ideas of other. Asks questions. Answers questions from other students with relevant information. Uses grammatically correct language with few errors. | | |
Note: two more assessment activities
could be used.
A school exhibition: In which student’s display
preserved food.
“ How to “ guide (on food preservation).
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Example Twelve:
Grade Eleven
Reading Comprehension
A Storm in the Mountains
Read the following text, then answer the following questions:
Lightening
It caught us one pitch – black night at the foot of the pass.
We crawled out of our tents and ran for shelter as it came towards us over the ridge.
Every thing was black – no peaks, no valleys, no horizon to be seen, only the searching
flashes of lightening separating darkness form light, and the gigantic peaks of
Belaya – Kaya and Djuguturguc hat looming up out of the night. The huge black pine trees
around us seemed as high as the mountains themselves. For a split second we felt our selves
on the terra firma; then once more every thing would be
The lightening moved on, billiard light altering with pitch blackness, flashing back in the
same place, their hugeness filling us with awe; yet when they disappeared we could not
believe that they had ever existed.
The voice of the of the thunder filled the gorge, drawing the ceaseless roar of the rivers.
Like the arrows, the lightening flashes rained down on the peaks, then split up into serpentine
streams as though bursting into spray against the rock face, or striking and then shattering
like a living thing.
As for us, we forgot to be afraid of the lightening, the thunder, and the downpour, just as
a droplet in the ocean has no fear of a hurricane. Insignificant yet grateful, we became part
of this world – a primal world in creation before our eyes.
Question number one:
a. Where is the speaker as the storm begins ?
b. What is the storm like at first ?
c. Why does the speaker feel he is on “terra firma” when lightening flashes ?
d. What does the pronoun it , line 2 refer to ?
e. How is the lightening described ?
f. What sounds does the speaker hear ?
g. What is the lightening compared to as it rains down on the peaks ?
h. How does the storm charge the speaker’s ideas about people and nature ?
333.Question number two:
a. What makes “ A storm in the Mountains” a prose poem ?
b. Give an example of :A simile , an image
c. Give the meaning of :
Peaks – lighting – hurricane – thunder – downpour
Question Number Three:
Correct the verbs between brackets:
a. If I ( be ) with their writer, I would feel great.
b. Thunder usually ( follow ) lighting .
c. The story is interesting, I ( read ) more stories in the future.
Question Number Four:
Do you like the story ? Rewrite it as a news story.
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Example Thirteen :Observation
Class: Grade Eleven
Subject: English
Outcome: Students should be able to:
-acquire good group-work habits
Assessment Strategy : Observation
Recording Strategy :Checklist
When learners work in group projects, they need criteria to assess their
presentation skills like the one, which follow: -
Checklist
Student Name:
Reviewer Name:
Date:
Project:
Assessing Presentation Skills
| Presentation skills | Yes | No |
Content | The information I gave was interesting or important to others. | | |
I was well informed about my topic. | | |
I used vocabulary that the audience could understand or defined unfamiliar terms. | | |
My vocabulary was strong and varied. | | |
I used an effective and appropriate attention-getting device. | | |
I used logical appeals where appropriate. | | |
Logical appeals included reliable, factual information. | | |
I used emotional or persuasive appeals where appropriate. | | |
I added supportive detail to the main point(s). | | |
I correctly answered most questions from the audience. | | |
Delivery | My body language was not too tense or too relaxed. | | |
I maintained good posture. | | |
I maintained eye-contact most of the time. | | |
I spoke to the entire audience, not just one or two people. | | |
My pronunciation was clear and easy to understand. | | |
My rate of speech was not too fast or too slow. | | |
My voice could be heard easily by the entire audience. | | |
My voice varied in pitch; it was not monotone. | | |
I did not use filler words (e.g., "uhm," "uh," "ah," "mm," "like," etc.) | | |
I used standard grammar. | | |
I used meaningful gestures. | | |
I used notes sparingly; I did not read from them. | | |
I didn't hesitate or lose my place. | | |
I didn't call attention to errors by apologizing. | | |
Organization | I organized ideas in a meaningful way. | | |
The information and arguments/details were easy to follow. | | |
I stayed focused and did not stray off topic. | | |
The introduction included a clear statement of the main point(s). | | |
I included necessary background information about the topic. | | |
The audience could predict the presentations basic structure from the introduction alone. | | |
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Example Fourteen:
Class: Grade Twelve
Subject: English
Outcomes: Students should be able to:
-reflect on their reading
Assessment Strategy : Reflection(Self-Assessment)
Recording Strategy :Learning Log
Secondary school students are supposed to read a range of 2 – 3 readers : each
book consists of a number of chapters. The student should fill in a reading
learning log card and keep it after each chapters. for later assessment with the teacher.
Reading Learning Log Cards
Name of student : -----------------------
Grade: ----------------------------
Date: ----------------------------------
Title of the book: ----------------------------
Author of the book :
------------------------------------------------
The part that I liked best
-------------------------------------------------
The part that I didn’t like
--------------------------------------------------
The problems that I faced
-------------------------------------------------
The lesson that I learned
--------------------------------------------------
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Example Fifteen:
Class: Grade Eleven
Subject: English
Outcomes: Students should be able to:
- communicates verbally and non-verbally.
- utilizes body language.
- demonstrates personal skills.
- develops proactive behavior
Assessment Strategy : Communication (Interview)
Recording Strategy : Rating Scale
Interview Rating Scale
Student : -------------------------------------------------
Course : ---------------------------------------------------
Date : -----------------------------------------------------
Scoring criteria | Excellent | Good | Needs improvement | Unacceptable |
The student: -arrives prior to the interview. | | | | |
-displays confidence with body language. | | | | |
-maintains proper facial expression. | | | | |
-provides a self-introduction. | | | | |
-dresses appropriately for the interview. | | | | |
-responds in a concise, grammatically correct, and appropriate manner. | | | | |
-asks appropriate question. | | | | |
-cues on interview’s closure and responds appropriately. | | | | |
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Example Sixteen: General
Class: All
Subject: English
Outcomes: Students should be able to:
- help peers improve their learning
Assessment Strategy : Observation
Recording Strategy : Rating Scale
The following rating scale is an example of one that might be used by peers or by the
teacher to assess students' oral reading abilities and progress.
Oral Reading Rating Scale
Name of Reader: ------------------- Date------------------
| Comments |
Were all words pronounced distinctly? | 1 2 3 4 5 |
Could all words be heard clearly? | 1 2 3 4 5 |
Were key words emphasized? | 1 2 3 4 5 |
Was mood or feeling conveyed effectively? | 1 2 3 4 5 |
Was volume used effectively? | 1 2 3 4 5 |
Was pitch used effectively? | 1 2 3 4 5 |
Was the selection read at an appropriate rate for audience and purpose? | 1 2 3 4 5 |
Were phrases read effectively as complete units? | 1 2 3 4 5 |
Did the reader maintain eye contact, as appropriate with the audience? | 1 2 3 4 5 |
Were gestures used appropriately? | 1 2 3 4 5 |
Was punctuation interpreted correctly? | 1 2 3 4 5 |
Was audience interest captured and sustained? | 1 2 3 4 5 |
Total (out of 60) | |
Notes: Five represents the highest mark on the scale.
Circle the number in each case and briefly comment
on your decision.
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Example Seventeen: General
Class: All
Subject: English
Outcomes: Students should be able to:
- develop life –long learning skills
- develop learning for life skills
Assessment Strategy : Self Assessment
Recording Strategy : Rating Scale
Reading Rating Scale
Statement | Strongly Agree | Agree | Disagree |
I find the book interesting. | | | |
I find the book easy to read. | | | |
I find the pictures beautiful. | | | |
I find the people in the book interesting. | | | |
I Learn a lesson from the book. | | | |
I remember real person like the one in the book. | | | |
I will read a similar book next time | | | |
