Meanwhile, three assessment tools are used:

         1.   a checklist,

         2.  a report  rubric, and

         3.  a presentation rubric                                    

For this purpose, the following resources have been used:

          1.  English Language Outcomes, issued by the Ministry of Education

          2.  Assessment Examples in English Language,

 issued by the Ministry of  Education

          3.  Action Pack 7-Teacher’s Book, Students’ Book and Activity Book.

               (Module 5)

          4.  http://rubistar.4teachers.org/index.php

          5. http://nobelprize.org/nobel_prizes/literature/laureates

Teachers are welcomed to adopt and adapt, or create

 their own examples, and send us copies of them for future

interactions and  exchanges.

The Example follows the general procedures stated in the

     “Assessment Examples” which are as follows:

General Procedurs

Step1: Identify the expected learning outcomes 

Organizers	Learning Outcomes
All	Listen, speak, read and write about famous people and their achievements.
Listening        20%	o     Follow oral instructions (e.g., how to use the Internet) o     Respond to questions before, during, and after listening o     Show approval of other other’s ideas ( e.g facial expressions and gestures.) o     Show understanding of classroom presentations
Speaking      30%	o         Talk about personality o         Talk about rules o     Use appropriate intonation patterns for different kinds of sentences (e.g., questions, exclamations) o         Participate in class discussions o     Use sequencing words (e.g., first, second) to assist the listener when presenting information about a process o     Make suggestions for the improvement of peers’ presentations or written work
Reading         20%	o     Skim and scan authentic reading material on topics related to prior knowledge or personal interest o     Summarize or paraphrase key ideas in reading materials o     Locate and use facts and opinions to support own ideas o     Use print and electronic dictionaries and glossaries to find meanings, pronunciation, and synonyms of words
Writing      30%	o         Locate and use simple English reference materials found in the classroom and school library o         Use the Internet to locate specific information for assignments in English o         Take notes from resource materials  o         Summarize information o         Use substitution tables or any other given framework to write meaningful paragraphs o         Write short reports o         Spell correctly learned vocabulary o         Write dictated material using correct punctuation o         Create a poster o         Revises and edits own and peer work
100%	Total

Step2: Identify the assessment

strategies

and tools.

 1^st Strategy: Observation

     To monitor and improve learning

     Tools: Checklist (for teacher and students)

 2nd Strategy: Performance Based Assessment

(Project& Presentation)

 To evaluate-give marks

 Tools: Rubric& Rating Scale

Step3: Plan an assessment task.

 Adopt and adapt the project

(A Noble Prize Winner)

One paragraph report, a presentation and a poster

 Reference: Action Pack7, Sudents’Book,

   Teacher’s Book and Activity Book

Step4: Establish and set criteria. Involve students,

 when appropriate, in establishing criteria.

        A thorough study of the learning outcomes for this grade, and the Module  

  outcomes suggests the “Assessment Criteria” listed in the “Observation Checklist”.

This checklist should be used by the teacher to monitor his students’ work, and

by the students to monitor their work and the work of their colleagues.

The checklist could be used for each student separately (form1), or for the

whole class (form 2). Students’ participation in the assessment process keeps

them alert, helps them to be active listeners, and promotes their higher order

thinking skills.

                   (Form1)

Criteria	Status
Locates the Noble Prize winner  website
Chooses a prize category
Chooses a prize winner
Does research about  the person on other websites and in books
Copies useful texts into a Word Document
Prints and read the document and underline useful parts
Prints a photo of the person and draw diagrams
Makes notes like the example in the Students’ book
Uses notes to write a paragraph
Makes 2 drafts
Revises and edits own and peer work
Produces a presentable work
Displays work well
Listens attentively
Takes part in group discussion
Offers praise and constructive feedback to others
Offers suggestions and ideas that connect with the ideas of others
Asks questions
Presents work effectively
Uses effective language
a.Uses appropriate intonation patterns
b.Uses appropriate body language
c.l Makes eye contact
d. Answers questions from other students with relevant information
Meets deadlines
Accepts feedback positively

(Form2)

Criteria	Names of students
Locates the Noble Prize winner  website
Chooses a prize category
Chooses a prize winner
Does research about  the person on other websites and in books
Copies useful texts into a Word Document
Prints and read the document and underline useful parts
Prints a photo of the person and draw diagrams
Makes notes like the example in the Students’ book
Uses notes to write a paragraph
Makes 2 drafts
Revises and edits own and peer work
Produces a presentable work
Displays work well
Listens attentively
Takes part in group discussion
Offers praise and constructive feedback to others
Offers suggestions and ideas that connect with the ideas of others
Asks questions
Presents work effectively
Uses effective language
Uses appropriate intonation patterns
Uses appropriate body language
Makes eye contact
Answers questions from other students with relevant information
Meets deadlines
Accepts feedback positively

Report & Poster Rubric

☺  Level→ Criteria↓	4 4points for each↓	3 3points for each↓	2 2points for each↓	1 1point for each↓
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Sources	All sources (information and graphics) are accurately documented in the desired format.	All sources (information and graphics) are accurately documented, but a few are not in the desired format.	All sources (information and graphics) are accurately documented, but many are not in the desired format.	Some sources are not accurately documented.
Notes	Notes are recorded and organized in an extremely neat and orderly fashion.	Notes are recorded legibly and are somewhat organized.	Notes are recorded.	Notes are recorded only with peer/teacher assistance and reminders.
Outline	Outline has been completed.	Outline has been nearly completed.	Outline has been started.	Outline has not been attempted.
First Draft	Detailed draft is neatly presented and includes all required information.	Draft includes all required information and is legible.	Draft includes most required information and is legible.	Draft is missing required information and is difficult to read.
Amount of Information	Information covers the topic	One point is missing	Two points are missing	Information is irrelevant
Quality of Information	Information clearly relates to the main topic.	Information clearly relates to the main topic.	Information clearly relates to the main topic.	Information has little or nothing to do with the main topic.
Paragraph Construction	Paragraph includes all required information. Structure is correct	Paragraph includes Most required information. Structure is correct	Paragraph includes related information but is  typically not constructed well.	Paragraph  structure is not clear and sentences are not typically related within the paragraph.
Vocabulary	Vocabulary varied, supporting details vivid	Uses 1-2 words that are inappropriate for the topic.	Uses 3-4 words that are inappropriate for the topic.	Uses several (5 or more) words or phrases that are not understood by the audience.
Mechanics	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.
Photo and layout	Photo and layout are neat.	Photo is not very clear but layout is neat	Photo is not clear but layout is neat	Photo is not clear and layout is not neat.
Display	Very effective	Effective	Not organized	Distorted
Timelines	Meets timelines always	Rarely late	Sometimes late	Always late
	4x----=-----	3x----=-----	2x----=-----	1x----=-----
Total:

Presentation Rubric:

☺       Level→ Criteria↓	4 4 points for each↓	3 3 points for each↓	2 2 points for each↓	1 1 point for each↓
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Volume and pitch	Volume is loud enough to be heard by all audience members throughout the presentation.	Volume is loud enough to be heard by all audience members at least 90% of the time.	Volume is loud enough to be heard by all audience members at least 80% of the time.	Volume often too soft to be heard by all audience members.
Posture and Eye Contact	Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.	Stands up straight and establishes eye contact with everyone in the room during the presentation.	Sometimes stands up straight and establishes eye contact.	Slouches and/or does not look at people during the presentation.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Uses Complete Sentences	Always (99-100% of time) speaks in complete sentences.	Mostly (80-98%) speaks in complete sentences.	Sometimes (70-80%) speaks in complete sentences.	Rarely speaks in complete sentences.
Comprehension	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.
Listens to Other Presentations	Listens intently. Does not make distracting noises or movements.	Listens intently but has one distracting noise or movement.	Sometimes does not appear to be listening but is not distracting.	Sometimes does not appear to be listening and has distracting noises or movements.
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Evaluates Peers	Fills out peer evaluation completely and always gives scores based on the work rather than other factors (e.g., person is a close friend).	Fills out almost all of the peer evaluation and always gives scores based on the work rather than other factors (e.g., person is a close friend).	Fills out most of the peer evaluation and always gives scores based on the work rather than other factors (e.g., person is a close friend).	Fills out most of the peer evaluation but scoring appears to be biased
Time-Limit	Presentation is 5-6 minutes long.	Presentation is 4 minutes long.	Presentation is 3 minutes long.	Presentation is less than 3 minutes OR more than 6 minutes.
	4x----=-----	3x----=-----	2x----=-----	1x----=-----
Total:

Step5: Inform students of the criteria against w

hich their work will be evaluated.

Set timelines

Step6: Provide examples of the desired levels

of performance. And explain.

   Look  at the  attached examples.

 Use them or similar

Ones  to clarify the scoring method.

7-Implement the task.

8-Apply the assessment tool.

9-Review the assessment data and e

valuate each student's level of performance.

10-Report the results of the evaluation to

students and parents

                        Linda B. Buck

The Nobel Prize in Physiology or Medicine 2004

"for their discoveries of odorant receptors

and the organization of the olfactory system"

      She was born in 1947 in Seattle, Washington, a city surrounded by mountains, forests,

and the sea. Her mother was the daughter of Swedish immigrants who had come to the

 US in the late nineteenth century while her father's family had Irish roots on one side

and ancestors extending back to the American Revolution on the other. She was

 the second of three children, all girls. She received her undergraduate education at

the University of Washington, which was only a few miles from her home. She

had always wanted to have a career in which she would help others, so she initially

decided to major in psychology, thinking that she would become a psychotherapist.

     Over time, her interests expanded and she entertained a variety of different career

possibilities. She finally found her direction when she took a course in immunology,

which she found fascinating, she would be a biologist. In 1975, she began graduate

school in the Microbiology Department at the University of Texas Medical Center

in Dallas. In 1980, she moved to Columbia University in New York City to do

postdoctoral work in immunology with Benvenuto Pernis. Then , she moved to

the laboratory of Richard Axel at Columbia University. In 1988, she embarked

on a search for odorant receptors, staying on in Richard's lab for this purpose.

 In 1991, she and Richard Axel published the identification of odorant receptors.

    In 1991, she departed for Boston to be an assistant professor in the Neurobiology

Department at Harvard Medical School.In 2002, she returned to Seattle to be a

 member of the Division of Basic Sciences at Fred Hutchinson Cancer Research

Center and Affiliate Professor of Physiology and Biophysics at the University of

 Washington.Linda Buck's laboratory is studying how the brain translates myriad

environmental chemicals into odor perceptions and behaviors. They are also

exploring the mechanisms that control aging and life span.

 Naguib Mahfouz

He was born in cairo in 1911, Naguib Mahfouz

began writing when he was seventeen.

His first novel was published in 1939

From the books that he did (Between-the-Palaces,

Palace of Longing, Sugarhouse) this books

made him famous in the Arab world  in (1959),

he began writing again. Half of his novels

have been made into films.

     Born in Cairo in 1911, Naguib Mahfouz began writing when he was seventeen.

 His first novel was published in 1939 and ten more were written before the

Egyptian Revolution of July 1952, when he stopped writing for several years.

One novel was republished in 1953, however, and the appearance of the

 Cairo Triology, Bayn al Qasrayn, Qasr al Shawq, Sukkariya (Between-the-Palaces

, Palace of Longing, Sugarhouse) in 1957 made him famous throughout the

Arab world as a depictor of traditional urban life. With The Children of

 Gebelawi (1959), he began writing again, in a new vein that frequently

concealed political judgements under allegory and symbolism. Works

of this second period include the novels, The Thief and the Dogs (1961),

Autumn Quail (1962), Small Talk on the Nile (1966), and Miramar (1967),

as well as several collections of short stories.
       Until 1972, Mahfouz was employed as a civil servant, first in the Ministry of

Mortmain Endowments, then as Director of Censorship in the Bureau of Art,

 as Director of the Foundation for the Support of the Cinema, and, finally,

as consultant on Cultural Affairs to the Ministry of Culture. The years since

his retirement from the Egyptian bureaucracy have seen an outburst of

further creativity, much of it experimental. He is now the author of no fewer

than thirty novels, more than a hundred short stories, and more than two

hundred articles. Half of his novels have been made into films which have

circulated throughout the Arabic-speaking world. In Egypt, each new

 publication is regarded as a major cultural event and his name is inevitabl

among the first mentioned in any literary discussion from Gibraltar to the Gulf.