Assessment Portfolio Final Graded.doc

8/14/2019 Assessment Portfolio Final Graded.doc

1/49

ASSESSMENT

PORTFOLIO

Anthony Selby 332364355

Tutor: Tziona Levi

1| P a g e


2/49

Table of Contents

Cover Letter....3-4

Test rationale..................................................5-6

The Test..........................................................7-10

The Test: Answers..........................................11-14

R!ri" #or Letter $riting................................15

Ta!le o# %&e"i#i"ations...................................16shol' "o(e !e#ore the test as it is the &lan

)istogra(.......................................................17

Test Re#le"tion................................................1*

Test +valation Letter.....................................1,-1

Test +valation Letter irst /ra#t....................-4

A'van"e rganiser...........................................5-*

.

i'ing 2estions #or ron' ero.................,

i'ing 2estions: Answers............................30

o"a!lar $orsheet......................................31

%enten"e Trans#or(ation $orsheet................3

n#eren"es $orsheet........................................33

n#eren"es $orsheet: Answers........................34

ra&hi" rganisers $orsheet.........................35-36

ra&hi" rganisers $orsheet: Answers.........37-3*

A'van"e rganiser irst /ra#t..........................3,-41

A'van"e rganiser %e"on' /ra#t......................4-45

A'van"e rganiser Re#le"tion...........................46

avorite Rea'ing Re#le"tion.............................47

PowerPoint Presentation.....................................4*

R!ri" #or ral Presentation...............................4,-50

Presentation Re#le"tion.......................................51-5

| P a g e


3/49

Cover Letter

The Assess(ent "lass has !een the (ost enlightening "lass have taen ths #ar. Prior

to taing this "lass an' having never taght !e#ore8 ha' no nowle'ge o# this area.

The ter(s that "o(&rise the glossar (ight as well have !een written in 9an'arin #or

all the sense the (a'e to (e. or (e8 assess(ent (eant a'(inistering an' gra'ing atest an' nothing (ore. was ignorant o# alternative (eans o# assess(ent8 the

"o(&leities involve' in 'esigning a goo' test8 the i(&ortan"e o# r!ri"s8 the

relationshi& !etween assess(ent an' tea"hing8 an' the ongoing role that assess(ent

has to &la in the "lassroo(.

There has sin"e !een a sea "hange in ( thoght &ro"ess an' ( ees have !een

o&ene' to a hitherto nnown #iel'. Assess(ent ter(inolog is now ver #a(iliar to

(e; not ea"tl lie an ol' #rien'8 !t (ore lie a #rien' who &hone twi"e a ear an'

sen' a !irth'a "ar'. n'erstan' that the wa a tea"her assesses their st'ents

in'i"ates ("h a!ot their a&&roa"h to tea"hing.

This "lass has "ontri!te' signi#i"antl to ( sills set. 'i'nt8 as wol' !e e&e"te'8 ( sills in all o# the %$>AT areas will i(&rove

with ti(e8 &ra"ti"e8 an' e&erien"e. The re?ire' rea'ing has !e"o(e (ore

(eaning#l as the "orse has &rogresse'. 9 initial "on#sion an' ina!ilit to

n'erstan' has !een re&la"e' ! an a&&re"iation #or the 'is"ssions an' arg(ents

"ontaine' therein. now have the nowle'ge an' vo"a!lar to not onl "o(&rehen'

the( !t also have ( own i'eas regar'ing the isse that is the #o"s o# the arti"le.

$ith regar' to the Pro#essional %tan'ar's #or the 'o(ain o# Assess(ent8 have (a'e

great &rogress. )owever8 #eel ("h (ore "on#i'ent a!ot the nowle'ge

!en"h(ars. /e to ( li(ite' tea"hing e&erien"e have !een na!le to (eet (an

o# the &er#or(an"e !en"h(ars8 !t having the re?isite nowle'ge (eans a( sre will !e a!le to "arr ot these tass when the ti(e "o(es.

As #or ( own goals #or the "orse8 the were to si(&l learn a!ot the #iel' o#

assess(ent an' !e a!le to trans#er this nowle'ge to the "lassroo(. have gone a long

wa to a"hieving ( goals in ter(s o# a"?ire' nowle'ge !t have a"hieve' less in

ter(s o# &ra"ti"al a&&li"ation. want to !e a!le to se what have learne' in a real

"lassroo( environ(ent. $hen given the o&&ortnit at the s"hool where a(

o!serving8 want to tea"h aseries o#lessons!ase' &on the a'van"e organiser

"reate' !e"ase &t a lot o# wor into it an' thin it wol' (ae a goo' lesson that

the "lass "ol' tae a lot #ro(. The a'van"e organiser tas stan's ot !e"ase a(

&lease' with the &rogress that (a'e an' it is so(ething that "an !e easil a'a&te' to#it other lessons. now will "o(e to se a'van"e organisers a great 'eal when

3| P a g e


4/49

&lanning lessons an' nits. At this stage8 wol' #in' it har' to 'esign varie' tass

an' tools that "ater to 'i##erent learning stles8 levels8 an' a!ilities within one "lass.

wol' !e rel"tant to atte(&t this !e"ase it re?ires a 'eli"ate !alan"ing a"t that a(

&ro!a!l in"a&a!le o# "o(&leting at &resent.

9 (ain strength in assessing st'ents will !e ( &re&are'ness to tilise varios(etho's o# assess(ent8 whi"h will assess st'ents a"ross a range o# areas an' give

ever!o' an o&&ortnit to s""ee'. An' ( (ain weaness@ $ell8 a( in"line' to

gra'e an essa8 #or ea(&le8 a""or'ing to ( gt #eeling an' instin"tal rea"tion. >t8

this is not a&&ro&riate. R!ri"s are a "riti"al &art o# assess(ent an' (st !e a'here'

to. nee' to ensre that there is (etho' to ( gra'ing8 #or "onsisten" an' so st'ents

n'erstan' where the erre' an' what the nee' to 'o to i(&rove.

inall8 there is the ?estion o# ( gra'e on this "orse. thin have (et the

%$>AT re?ire(ents as 'is"sse' earlierB8 with the e"e&tion o# those goals that

will "o(e with (ore e&osre to a"tal tea"hing. !elieve that have (a'e ("h

&rogress 'ring the "lass. Taing into a""ont the nowle'ge have gaine' an' thewor have &t into the &ort#olio8 thin 'eserve to &ass the "orse. )owever8

now a( not the (ost #orth"o(ing in ter(s o# "lassroo( "ontri!tions !t never

have !een. This "an !e inter&rete' as a la" o# interest8 an' so(eti(es it is8 !t

sall it ste(s #ro( not #eeling "o(#orta!le a!ot e&ressing ( thoghts an' i'eas

in #ront o# ( "lass(ates. 9ost &eo&le grow ot o# that as the get ol'er. =ot (e.

An' a( aware that ( &resentation was !roght to an a!r&t halt. >t 'i' invest

ti(e an' e##ort in "reating the PowerPoint sli'es. Taing all these #a"tors into

a""ont8 thin a gra'e in the region o# 65 to 70 wol' !e #air. >t then8 what 'o

now a!ot assess(ent@ a&&re"iate or #ranness.Do (a'e or &oint.

Self-assessment and Reflection 15% Cover letter and reflective comments on use of

assessment tools demonstrate in-depth reflection on own

assessment skills; development of assessment skills is

seen clearly in drafting and/or self-reporting of work

processes; self-assessment is undertaken carefully and is

highly compatible with the evidence from your work.

15

4| P a g e


5/49

Test Rationale

E&on "onstr"ting a test trie' to in"l'e test ite(s that wol' allow (e to assess

st'ents a"ross a range o# areas.

$ho is the test #or@ $hat is the target a'ien"e@

irstl8 o&te' #or a rea'ing "o(&rehension eer"ise8 with ?estions !ase' on a tet

&reviosl nseen ! the "lass. This assesses the st'ents< a!ilit to n'erstan' the

(ain i'eas an' s&&orting 'etails o# a tet8 whi"h is "riti"al to their +nglish langage

a!ilit. or this reason8 an' 'e to the large n(!er o# ?estions8 weighte' this &art

o# the test at 38 the highest o# an other ite(.

The net ite( on the test is the translation eer"ise8 whi"h re?ires the st'ents to

translate 15 wor's into L1. This assesses the strength o# their vo"a!lar. Fnowle'ge

o# vo"a!lar is a &ower#l tool an'8 nlie the rea'ing "o(&rehension eer"ise

where st'ents "an get ! withot nowing what so(e wor's (ean8 that is not&ossi!le here. The st'ents "an se their 'i"tionaries8 whi"h is a sill the nee' to

'evelo& an' is there#ore assesse' n'er test "on'itions. %o what


6/49

The n(!er o# (ars given to a "ertain ite( also a"ts as a gi'e #or the st'ents< ti(e

(anage(ent.tre trie' to !ear this in (in' an' ensre that the wol' s&en'

enogh ti(e on an ite( to "o(&lete it satis#a"toril.

As #ar as "hoosing the #or(ats o# the test ?estions8 o&te' #or ones the st'ents

wol' !e #a(iliar with. 'i' not tr to reinvent the wheel.

thin the test re#le"ts ( thoghts on tea"hing in the sense that it "onsists o# (an

&arts. !elieve in testing8 an' in'ee' tea"hing8 a"ross varios "ontent areas to &rovi'e

a well ron'e' +nglish instr"tion. also want to en"orage st'ents to !e "reative

with the langage an' not Gst learn ! rote. That is wh the letter writing ite( is

&ara(ont to ( a&&roa"h. >t thin that there (st !e (ore than Gst tests. wol'

assess other ele(ents8 not "overe' ! the test8 throgh "lass &resentation an' a

&ort#olio8 where st'ents have the #ree'o( to sele"t the wor the thin !est 'is&las

their sills an' (eans so(ething to the(. This alternative (eans o# assess(ent a

test@@@@ ensres that st'ents "an show"ase (ore than si(&l their test taing a!ilities

an' hel&s the weaer test taers to not #all ! the wasi'e.

Detailed rationale- X

The Test

a!e"""""""""""""""""" Class"""""""""""""""""""

#ate"""""""""""""" Tea$her"""""""""""""""""

T%& '())LC(A*R AT(L)T)

9eet Hosha eorge8 "ha(&ion ra"er. Hosha has hel' the worl' re"or' in the 10084008 an' *00-(eter ra"es an' won i(&ortant (arathons an' gol' (e'als. This is

6| P a g e


7/49

sr&rising8 sin"e he weighs onl 45 ilos an' his legs are the siIe o# a si-ear-

ol'Js legs. Hosha8 or Hosh as everone "alls hi(8 is A(eri"aJs to& wheel"hair

5 athlete. nstea' o# sing his legs to win his ra"es8 he ses his ar(s an' &&er!o' to &sh hi(sel# in a s&e"ial three-wheele' ra"ing wheel"hair.

$hen Hosh was #or ears ol'8 his li#e "hange'. )e #ell #ro( his !e'roo(win'ow o# his &arentsJ 1th#loor a&art(ent to the street !elow. =o one !elieve'

that he wol' srvive the a""i'ent8 !t he 'i'. The 'o"tors "alle' hi( a Kliving

+, (ira"le.

Althogh Hosh was &aralse' #ro( his "hest 'own8 his &arents treate' hi( lie an

other "hil'. The taght hi( that he "ol' 'o anthing he wante'8 even i# he ha'

to 'o it sitting in a wheel"hair. $hen Hosh was si8 he tol' his &arents that he was

going to !e an athlete. At the age o# eight8 Hosh entere' his #irst ra"e sing his

+5 reglar wheel"hair. )e won the ra"e an' love' ever (inte. As Hosh grew ol'er8he !egan to ra"e seriosl an' to &la !aset!all as well.

To'a8 HoshJs li#e is no 'i##erent #ro( anone else his age. )e gra'ate' #ro( the

Eniversit o# llinois with a 'egree in Gornalis( while "ontining his s&orts

"areer. )e has his own a&art(ent8 'rives his own "ar an' travels to "o(&etitions

2, all over the worl' ! hi(sel#.

HoshJs &ositive attit'e has hel&e' hi( over"o(e the 'i##i"lties in his li#e. )ehates !eing "alle' a K'isa!le' !e"ase to hi( it (eans not !eing a!le to 'o

so(ething. )e 'oesnJt thin that he is 'i##erent #ro( an other serios athlete on

two legs. A re&orter on"e ase' hi( whether he wol' "hoose to wal again i# he

25 were given the o&&ortnit. Hosh answere'8 K# a 'o"tor sai' a (agi" &ill wol'&ro!a!l let (e wal again8 wol'nJt tae it. Jve wore' ver har' to !e who

a(.

#i .ou /nerstan0

Answer the #ollowing ?estions a""or'ing to the a!ove tet.

1. $h is Hosha eorge an nsal athlete@

4 1oints

. =(!er these #a"ts a!ot Hosha eorge in the or'er the o""rre'.

..aB )e won his #irst ra"e.

..!B )e !e"a(e &aralse'.

.."B )e gra'ate' #ro( the Eniversit o# llinois.

..'B Hosh #ell #ro( his !e'roo( win'ow.

..eB )e starte' to &la s&orts in a wheel"hair.

..#B )e !egan to &la !aset!all an' ra"e seriosl.4 1oints

7| P a g e


8/49

Cir"le the "orre"t answer in the #ollowing two ?estions.

3. The wor' Kto& in line 4 (eans

aB. the highest

!B. the largest

"B. the !est'B. the (ost sr&rising

4 1oints4. The 'o"tors "alle' Hosh a Kliving (ira"le lines ,-10B !e"ase.

aB. he "hange' his li#e

!B. he !elieve' in hi(sel#

"B. he #ell #ro( the 1th#loor

'B. he live' a#ter having a terri!le a""i'ent

4 1oints5. )ow 'i' HoshJs &arents hel& their son have a reglar "hil'hoo'@ lines 11-15B

4 1oints

6. =a(e T$ was that Hosh lives a reglar li#e to'a. lines 17-0B

1B...

B...

4 1oints7. aB Cir"le the "orre"t answer8 Des or =o.

Hosh wol' "hange his li#e i# he "ol'. D+% M =

!B Co& the wor's #ro( the tet that hel&e' or answer.

4 1oints*. $rite =+ 'i##i"lt that o thin Hosh eorge #a"es in his ever'a li#e.

4 1oints

32 1oints

test ite! borroe ro! boo:7 Tenty /nseens 47'hy this te8t s1e$ii$ally0

Translation

Translate the #ollowing wor's. The are all taen #ro( the tet KThe =ew Dear8

whi"h we st'ie' in "lass. Do (a se or 'i"tionaries. $rite the

translations in the !oes !elow. relate' to this ite( alrea' a!ove./e#eats its &r&ose. Also 'oes not test sage.

*| P a g e


9/49

1. to throw . #rnitre 3. (i'night 4. tra'itional 5. to "ele!rate

6. to &re&are 7. re&resent *. an"ient ,. to "hase 10. to eer"ise

11. resoltion 1.o&&ortnit

13. !ehavior 14. to i(&rove 15. to !e"o(e

+5 1ointsori9inal test ite!by the ay $an you !ar their (ebre0

;ill in the


10/49

o# the wor'.$hat


11/49

9eet Hosha eorge8 "ha(&ion ra"er. Hosha has hel' the worl' re"or' in the 1008

4008 an' *00-(eter ra"es an' won i(&ortant (arathons an' gol' (e'als. This is

sr&rising8 sin"e he weighs onl 45 ilos an' his legs are the siIe o# a si-ear-

ol'Js legs. Hosha8 or Hosh as everone "alls hi(8 is A(eri"aJs to& wheel"hair

5 athlete. nstea' o# sing his legs to win his ra"es8 he ses his ar(s an' &&er

!o' to &sh hi(sel# in a s&e"ial three-wheele' ra"ing wheel"hair.

$hen Hosh was #or ears ol'8 his li#e "hange'. )e #ell #ro( his !e'roo(

win'ow o# his &arentsJ 1th#loor a&art(ent to the street !elow. =o one !elieve'

that he wol' srvive the a""i'ent8 !t he 'i'. The 'o"tors "alle' hi( a Kliving

+, (ira"le.

Althogh Hosh was &aralse' #ro( his "hest 'own8 his &arents treate' hi( lie an

other "hil'. The taght hi( that he "ol' 'o anthing he wante'8 even i# he ha'

to 'o it sitting in a wheel"hair. $hen Hosh was si8 he tol' his &arents that he was

going to !e an athlete. At the age o# eight8 Hosh entere' his #irst ra"e sing his

+5 reglar wheel"hair. )e won the ra"e an' love' ever (inte. As Hosh grew ol'er8he !egan to ra"e seriosl an' to &la !aset!all as well.

To'a8 HoshJs li#e is no 'i##erent #ro( anone else his age. )e gra'ate' #ro( the

Eniversit o# llinois with a 'egree in Gornalis( while "ontining his s&orts

"areer. )e has his own a&art(ent8 'rives his own "ar an' travels to "o(&etitions

2, all over the worl' ! hi(sel#.

HoshJs &ositive attit'e has hel&e' hi( over"o(e the 'i##i"lties in his li#e. )ehates !eing "alle' a K'isa!le' !e"ase to hi( it (eans not !eing a!le to 'o

so(ething. )e 'oesnJt thin that he is 'i##erent #ro( an other serios athlete ontwo legs. A re&orter on"e ase' hi( whether he wol' "hoose to wal again i# he

25 were given the o&&ortnit. Hosh answere'8 K# a 'o"tor sai' a (agi" &ill wol'&ro!a!l let (e wal again8 wol'nJt tae it. Jve wore' ver har' to !e who

a(.

#i .ou /nerstan0

Answer the #ollowing ?estions a""or'ing to the a!ove tet.

1. $h is Hosha eorge an nsal athlete@

11| P a g e


12/49

@e$ause he is 1aralyse ro! his $hest on an is in a heel$hair= 4 1oints

=(!er these #a"ts a!ot Hosha eorge in the or'er the o""rre'.

4....aB )e won his #irst ra"e.2!B )e !e"a(e &aralse'.6"B )e gra'ate' #ro( the Eniversit o# llinois.+....'B Hosh #ell #ro( his !e'roo( win'ow.3eB )e starte' to &la s&orts in a wheel"hair.5#B )e !egan to &la !aset!all an' ra"e seriosl.

4 1ointsCir"le the "orre"t answer in the #ollowing two ?estions.

3. The wor' Kto& in line 4 (eans

aB. the highest

!B. the largest$= the best'B. the (ost sr&rising

4 1oints4. The 'o"tors "alle' Hosh a Kliving (ira"le lines ,-10B !e"ase.

aB. he "hange' his li#e

!B. he !elieve' in hi(sel#

"B. he #ell #ro( the 1th#loor

= he live ater havin9 a terrible a$$ient4 1oints

5. )ow 'i' HoshJs &arents hel& their son have a reglar "hil'hoo'@ lines 11-15B

The treate' hi( lie an other "hil' an' taght hi( that he "ol' 'o anthing he

wante'.

4 1oints6. =a(e T$ was that Hosh lives a reglar li#e to'a. lines 17-0B

1B(e has his on a1art!ent=

B (e rives his on $ar.4 1oints

7.aB Cir"le the "orre"t answer8 Des or =o.Hosh wol' "hange his li#e i# he "ol'. D+% M %

!B Co& the wor's #ro( the tet that hel&e' or answer.

osh ansere Bi a o$tor sai a !a9i$ 1ill oul 1robably !ae !e ala9ain * oulnt tae it=7

4 1oints*. $rite =+ 'i##i"lt that o thin Hosh eorge #a"es in his ever'a li#e.

@ein9 1itie by other 1eo1le one e8a!1leD !any alternatives are 1ossible=

1| P a g e


13/49

4 1oints

32 1oints

test ite! borroe ro! boo:7 Tenty /nseens 47

Translation

Translate the #ollowing wor's. The are all taen #or( the tet KThe =ew Dear8

whi"h we st'ie' in "lass. Do (a se or 'i"tionaries. $rite the

translations in the !oes !elow.

1. to throw . #rnitre 3. (i'night 4. tra'itional 5. to "ele!rate

6. to &re&are 7. re&resent *. an"ient ,. to "hase 10. to eer"ise

11. resoltion 1.o&&ortnit

13. !ehavior 14. to i(&rove 15. to !e"o(e

$here are the translations@

+5 1ointsori9inal test ite!

;ill in the


14/49

2+ 1oints

test ite! aa1te ro!htt1:>>=en9lish1a9e=$o!>!oals>intera$tive!oal+=ht!

Listenin9

Listen to the wor' or tea"her sas an' "ir"le the letter o hear at the be9innin9o# the wor'.

M n h

? y v ;rienly"Letter=ht!

htt1:>>ale8=state=al=us>u1loas>343E>LetterF2,'ritin9F2,Rubri$-business=o$

Table o S1e$ii$ations

15| P a g e
http://www.d124.org/gifted456/Product_matrix/Friendly_Letter.htmhttp://alex.state.al.us/uploads/3439/Letter%20Writing%20Rubric-business.dochttp://www.d124.org/gifted456/Product_matrix/Friendly_Letter.htmhttp://alex.state.al.us/uploads/3439/Letter%20Writing%20Rubric-business.doc


16/49

%b?e$tives Gnole9e Co!1rehension A11li$ationHite!s >

F otest

1. En'erstan' the (ain

i'eas an' s&&orting

'etails o# a non#i"tionnon-

#i"tionnseen tet.

3

* 2 4 3

* 2 3

&oints

. >e a!le to re"ognise

n(eros wor's an'translate to L1.

15

15 2 1 15 2

15

&oints

15

3. >e a!le to "o(&rehen'

short senten"es an'

"o(&lete with

gra((ati"all "orre"t

"hoi"e o# (o'al.

1

7 2 3

1

7 2

1

&oints

4. >e a!le to arall

"o(&rehen' a variet o#

wor's an' "orre"tl

i'enti# the son's at the

!eginning o# the wor's.

1

4 2 3

1

4 2 1

&oints

5. >e a!le to "onstr"t a

&ro&erl #or(atte' letter

that "o((ni"ates a "lear

an' well-#o"se' (essage

to the inten'e' re"i&ient.

0

1 2 00

1 2 0

&oints

Total 15 2 1, 2 1 2

35 2

100

&oints

;%R (*ST%


17/49

Test Rele$tion

9 test "o(&lies with the te"hni"al as&e"ts o# The oo' Test Che"list. thin the

instr"tions an' laot are "lear8 tas-t&es are #a(iliar8 ea"h ite( has an allo"ation

o# &oints8 an' there is a "lear hea'ing an' a!sen"e o# s&elling an' gra((ati"al errors.

17| P a g e


18/49

The test re#le"ts the 'o(ain o# A""ess to n#or(ation8 with other 'o(ains to !e

assesse' ! alternative (eans.=o it 'oesnt8 as it stan's8 a(

ha&& with what have &ro'"e'. 9ostl a re&eat o# what o sai' in therationaleM&lanning stage.

Classroom

Assessmen

t Skills:

Test 40%

Process of test construction

was carried out effectiel!

accordin" to t#e "ien timeta$le

ncludes all re&uired

com'onents accordin" to t#e

test construction kit: detailed

rationale( ta$le of

s'ecifications( t#e test( answerke! includin" a''ro'riate

ru$ric)s w#ere necessar!(

detailed test anal!sis( clear

indication of all sources used( 1-

* "raded student tests( in-

de't# reflection

Test demonstrates continuous

reference to t#e assessment

'rinci'les studied and mostl!

successful attem'ts to a''l!

t#em+ 40

35

Process of test

construction was carried

out more or less accordin"

to t#e "ien timeta$le

ncludes all re&uired

com'onents accordin" to

t#e test construction kit:

rationale( ta$le ofs'ecifications( t#e test(

answer ke! includin"

ru$ric)s if releant( t#e

test anal!sis( t#e sources

!ou used( 1-* "raded

student tests( "eneral

reflection

Test demonstrates

awareness of t#e

assessment 'rinci'les

studied and at least

'artiall! successfulattem'ts to a''l! t#em+

,0

5

Test construction

'rocesses not eident

ne or more of t#e test

com'onents is missin"

Test fails todemonstrate awareness

of t#e assessment

'rinci'les studied and do

not attem't to a''l!

t#em or are mostl!

unsuccessful in a''l!in"

t#em+ *0 - 0

Test )valuation Letter

Hanar 6 010

1*| P a g e


19/49

/ear Tea"her8

a( writing to o in relation to a test that o re"entl a'(inistere'. The test

#eatres8 inter alia8 an arti"le an' ?estions "on"erning lan Ra(on.

An initial loo at the test reveals so(e &ro!le(s relate' to its laot. The test la"s a

"lear hea'ing an' there#ore no o!vios #ront or !a" &age. %t'ents (a !e nsre

where to !egin the test8 althogh a&&re"iate that oral instr"tions wol' era'i"ate

this &ro!le(. )owever8 the test is also (issing a s&a"e #or st'ents to write their

na(e8 "lass8 an' the 'ate. These are !asi" re?ire(ents that serve an i(&ortant

a'(inistrative &r&ose. n general8 the laot o# the test "ol' !e i(&rove'. There is

a lot o# tet on ea"h &age8 whi"h (aes the test loo rather 'anting. There is ver

little s&a"e !etween se&arate ?estions within an a"tivit8 an' !etween the a"tivities

the(selves8 whi"h (a lea' to "on#sion. # "orse8 this "ol' !e easil re(e'ie'.

oo' "o((ents

n a''ition8 the (lti&le "hoi"e an' "loIe ?estions have the o&tions in !ra"ets. >t

the are 'i##i"lt to 'istingish #ro( the !o' o# the tet. Perha&s the o&tions "ol'

have a !igger or !ol'er #ont to (ae the( stan' ot. Also8 so(eti(es8 the

instr"tions are n"lear. Pages 3-4 #or ea(&le8 #eatre #or se&arate "loIe a"tivities8

et one is hea'e' Q9lti&le-Choi"e CloIeQ an' another is hea'e' QCloIe.Q The

re(aining two 'o not have a hea'ing. All a"tivities re?ire the "orre"t answer to !e

"ir"le'8 et the a"tivit on the !otto( hal# o# &age 3 instr"ts st'ents to Q"hoose the

"orre"t answer.Q The sa(e instr"tions shol' !e se'. The laot shol' !e

"onsistent too. t is #ine #or s!se"tions to !e n(!ere' Q18 .Q >t o shol'

avoi' swit"hing to Qa8 !8 ".Q Again8 this "an onl lea' to "on#sion. The !otto( o# the

#irst &age o# ?estions is one s"h ea(&le. goo'

t is also noti"ea!le that no instr"tions are given in )e!rew. At lower levels8 )e!rew

instr"tions "an !e ver se#l. 9a as what level the test was inten'e' #or@ There

is also no in'i"ation o# the n(!er o# &oints ea"h ?estion is worth. This "ol' !e

easil in"l'e' in !ra"ets. %t'ents #in' this hell when organising their ti(e

'ring a test an' 'e"i'ing how long to 'evote to a given ?estion. This o(ission also

(aes it i(&ossi!le to G'ge whether or test gives (ore weight to (ore i(&ortant

as&e"ts8 a""or'ing to the "rri"l(. o

!elieve that so(e o# or test ite(s are a(!igos8 whi"h &resents a signi#i"ant&ro!le(. This is &arti"larl tre o# the se"tion that ?estions the st'ents on the lan

Ra(on tet. 2estion 1 #or ea(&le8 whi"h ass a!ot the (ain &r&ose o# the

o&ening letter. A "ase "ol' !e (a'e #or all #or answers8 an' 8 as a native +nglish

s&eaer8 #on' it too (e so(e ti(e to 'e"i'e &on an answer. The in"orre"t o&tions

in a (lti&le "hoi"e ?estion are nown as 'istra"ters an' "hoosing or 'istra"ters

&oorl "an (ae the ?estion ("h har'er than inten'e'. This is so(ething that o

(a want to "onsi'er when o 'esign a (lti&le-"hoi"e ?estion #or #tre tests. o

2estion 38 &arts 1 an' 8 o# se"tion 8 at the !otto( o# the #irst &age o# ?estions

$here an' when 'i' the interview tae &la"e an' when was the interview

&!lishe'@B8 shol' !e se&arate' #or "larit. This is tre generall a!ot the test8whi"h has a "lastro&ho!i" laot. %"h isses8 as well as &ro!le(s with a(!igit8

1,| P a g e


20/49

"an !e avoi'e'8 or at least the &ossi!ilit o# the( o""rring "an !e re'"e'8 !

&iloting the test !e#ore a'(inistering it. wol' !e intereste' to now i# o 'i'

in'ee' &ilot the test or ase' (e(!ers o# the #a"lt #or a se"on' o&inion.

9an o# the isses have 'is"sse' ths #ar will a##e"t the relia!ilit o# or test. A

relia!le test is one that &ro'"es "onsistent reslts when a'(inistere' on 'i##erento""asions. wol' sggest that so(e o&en-en'e' ?estions in or test are nrelia!le

!t (aing i(&rove(ents8 as 'is"sse'8 "an re"ti# the &ro!le(.

As an +nglish tea"her8 a( sre o are #a(iliar with the +nglish "rri"l(. t is

ne"essar to "onsi'er whether or test re#le"ts the goals o# +nglish tea"hing as

'etaile' in the "rri"l(. Dor test has a "lear #o"s on rea'ing "o(&rehension an'

listening sills8 whi"h "overs the A""ess to n#or(ation &art o# the "rri"l(. >t8

what a!ot the other 'o(ains areas o# langage a!ilit or nowle'geB@ )ave o

assesse' %o"ial ntera"tion8 Presentation8 an' A&&re"iation o# Literatre8 Cltre8 an'

Langage@ # so8 how@

a( "on"erne' that or test #o"ses too ("h on nowle'ge o# vo"a!lar8

gra((ar8 an' rea'ing8 an' not enogh on sage. The test 'oes not ena!le st'ents

enogh o&&ortnit to show what the "an a"tall 'o with their langage sills !t

rather tests (e(or o# "ontent nowle'ge8 vo"a!lar ite(s8 an' gra((ar rles.

9ost o# or test ite(s are in'ire"t8 (eaning the assess langage "o(&onents rather

than li#e-lie langage. Perha&s o shol' "onte(&late in"l'ing a short essa stle

?estion or a rewriting eer"ise8 where st'ents &ara&hrase the entire (eaning o# a

senten"e or &assage o# writing.

An essa ?estion or rewriting eer"ise (ight re&la"e &art o# or vo"a!lar

eer"ise8 where o have ase' or st'ents to translate 5, wor's. This is a

&heno(enal a(ont o# wor's an' thin a''s n'l to the overall length o# the test.

t is arga!le that this ensres stronger learners will !e "hallenge' an' wol' nee'

to now (ore a!ot the level o# or "lass. n an event8 thin this n(!er o# wor's

shol' !e re'"e' "onsi'era!l.

t wol' !e hell i# o were to &rovi'e (e with in#or(ation regar'ing or

tea"hing ai(s an' what o taght or "lass. This wol' ai' (e in gaging the

vali'it o# or test8 whi"h (eans that or test a"tall tests what it is 'esigne' or

inten'e' to. En"lear instr"tions an' a(!igit e##e"t test vali'it. As 'oes the

&revalen"e o# (lti&le "hoi"e ?estions8 as the rea'ing o# the ?estions-an'-o&tions is#airl ti(e "ons(ing8 so the &ro"ess o# "o(&rehension o# the a"tal ?estion (a

tae (ore ti(e an' e##ort than the &oint o a&&ear to !e testing. Do "an i(&rove

the vali'it o# or test ! writing 'own what o e&e"t o# the st'ents. # o

"annot ver!alise it8 o "annot test it. /i' o 'o this@ # not8 strongl a'vise o

'o so in the #tre.

ne #inal thing want to tae into a""ont is the "onne"tion !etween testing an'

learning. This "onne"tion is nown as wash!a" or !a"wash an' it "an have either a

negative or a &ositive e##e"t. n other wor's the test "an either &ositivel or negativel

e##e"t the tea"hing that lea's & to the a'(inistration o# the test. %o8 were o

in#len"e' ! the nowle'ge that or st'ents were a!ot to tae this test an'there#ore a'a&te' or tea"hing (etho'olog an' "ontent to re#le"t the test


21/49

'e(an's@ >ase' on what have 'is"sse'8 &arti"larl in re#eren"e to or se o#

in'ire"t testing strategies8 the testing o# sills rather than "ontent an' the la" o# test

ite(s that #o"s on sage o# the langage8 #eel or test will have a negative

wash!a" e##e"t. This is !e"ase the test


22/49

anuary +2 2,+,

/ear Tea"her8 a( writing to o in relation to a test that o re"entl a'(inistere'. The test

#eatres8 inter alia8 an arti"le an' ?estions "on"erning lan Ra(on. have !een ase'

to loo at the test8 to &rovi'e o with a "onstr"tive a&&raisal. n or'er to a&&raise

the test8 will !e (aing re#eren"e to "ertain ter(s that (a not !e #a(iliar to o.

)owever8 shall en'eavor to e&lain the( as when se the(.

An initial loo at the test reveals so(e &ro!le(s relate' to its laot8 althogh the

a!sen"e o# gra((ati"al errors an' s&elling (istaes is "o((en'a!le. The test la"s a

"lear hea'ing an' there#ore no o!vios #ront or !a" &age. %t'ents (a !e nsre

where to !egin the test8 althogh a&&re"iate that oral instr"tions wol' era'i"ate

this &ro!le(. )owever8 the test is also (issing a s&a"e #or st'ents to write theirna(e8 "lass8 an' the 'ate. These are !asi" re?ire(ents that serve an i(&ortant

a'(inistrative &r&ose. n general8 the laot o# the test "ol' !e i(&rove'. There is

a lot o# tet on ea"h &age8 whi"h (aes the test loo rather 'anting. There is ver

little s&a"e !etween se&arate ?estions within an a"tivit8 an' !etween the a"tivities

the(selves8 whi"h (a lea' to "on#sion. # "orse8 this "ol' !e easil re(e'ie'.

n a''ition8 the (lti&le "hoi"e an' "loIe ?estions have the o&tions in !ra"ets. >t

the are 'i##i"lt to 'istingish #ro( the !o' o# the tet. Perha&s the o&tions "ol'

have a !igger or !ol'er #ont to (ae the( stan' ot. Also8 so(eti(es8 the

instr"tions are n"lear. Pages 3-4 #or ea(&le8 #eatre #or se&arate "loIe a"tivities8

et one is hea'e' Q9lti&le-Choi"e CloIeQ an' another is hea'e' QCloIe.Q The

re(aining two 'o not have a hea'ing. All a"tivities re?ire the "orre"t answer to !e

"ir"le'8 et the a"tivit on the !otto( hal# o# &age 3 instr"ts st'ents to Q"hoose the

"orre"t answer.Q The sa(e instr"tions shol' !e se'. The laot shol' !e

"onsistent too. t is #ine #or s!se"tions to !e n(!ere' Q18 .Q >t o shol'

avoi' swit"hing to Qa8 !8 ".Q Again8 this "an onl lea' to "on#sion. The !otto( o# the

#irst &age o# ?estions is one s"h ea(&le.

t is also noti"ea!le that no instr"tions are given in )e!rew. At lower levels8 )e!rew

instr"tions "an !e ver se#l. 9a as what level the test was inten'e' #or@ There

is also no in'i"ation o# the n(!er o# &oints ea"h ?estion is worth. This "ol' !eeasil in"l'e' in !ra"ets. %t'ents #in' this hell when organising their ti(e

'ring a test an' 'e"i'ing how long to 'evote to a given ?estion.

The ite( #or(ats o have "hosen are ones that st'ents are #a(iliar with8 whi"h is

goo' !e"ase it (eans the will not !e &resente' with an a"tivit that is new an'

&ossi!l "on#sing. thin that there is little &ros&e"t o# st'ents !eing a!le to gess

their wa throgh the test8 in s&ite o# the large n(!er o# (lti&le "hoi"e an' "loIe

?estions. Their "han"es o# !eing s"h s""ess#l gessers are re(ote. )owever8 'o

!elieve that so(e o# or test ite(s are a(!igos8 whi"h &resents a signi#i"ant

&ro!le(. This is &arti"larl tre o# the se"tion that ?estions the st'ents on the lan

Ra(on tet. 2estion 1 #or ea(&le8 whi"h ass a!ot the (ain &r&ose o# the

o&ening letter. A "ase "ol' !e (a'e #or all #or answers8 an' 8 as a native +nglishs&eaer8 #on' it too (e so(e ti(e to 'e"i'e &on an answer. The in"orre"t o&tions

| P a g e


23/49

in a (lti&le "hoi"e ?estion are nown as 'istra"ters an' "hoosing or 'istra"ters

&oorl "an (ae the ?estion ("h har'er than inten'e'. This is so(ething that o

(a want to "onsi'er when o 'esign a (lti&le "hoi"e ?estion #or #tre tests.

2estion > is also e##e"te' ! a(!igit. lan Ra(on is 'es"ri!e' ! the writer as

!oth Qs&e"ialQ an' Qor'inar.Q n"e again8 strggle' to 'e"i'e &on an answer.2estion 38 &arts 1 an' 8 o# se"tion 8 at the !otto( o# the #irst &age o# ?estions

$here an' when 'i' the interview tae &la"e an' when was the interview

&!lishe'@B8 'o not even a&&ear to have answers in the tet. %"h an error8 as well as

a(!igit isses8 "an !e avoi'e'8 or at least the &ossi!ilit o# the( o""rring "an !e

re'"e'8 ! &iloting the test !e#ore a'(inistering it. wol' !e intereste' to now i#

o 'i' in'ee' &ilot the test or ase' (e(!ers o# the #a"lt #or a se"on' o&inion.

9an o# the isses have 'is"sse' ths #ar will a##e"t the relia!ilit o# or test. A

relia!le test is one that &ro'"es "onsistent reslts when a'(inistere' on 'i##erent

o""asions. wol' sggest or test is nrelia!le !t (aing i(&rove(ents8 as

'is"sse'8 "an re"ti# the &ro!le(.

As an +nglish tea"her8 a( sre o are #a(iliar with the +nglish "rri"l(. t is

ne"essar to "onsi'er whether or test re#le"ts the goals o# +nglish tea"hing as

'etaile' in the "rri"l(. Dor test has a "lear #o"s on rea'ing "o(&rehension an'

listening sills8 whi"h "overs the A""ess to n#or(ation &art o# the "rri"l(. >t8

what a!ot the other 'o(ains areas o# langage a!ilit or nowle'geB@ )ave o

assesse' %o"ial ntera"tion8 Presentation8 an' A&&re"iation o# Literatre8 Cltre8 an'

Langage@ # so8 how@

a( "on"erne' that or test #o"ses too ("h on nowle'ge o# vo"a!lar8

gra((ar8 an' rea'ing8 an' not enogh on sage. The test 'oes not ena!le st'ents

enogh o&&ortnit to show what the "an a"tall 'o with their langage sills !t

rather tests (e(or o# "ontent nowle'ge8 vo"a!lar ite(s8 an' gra((ar rles.

9ost o# or test ite(s are in'ire"t8 (eaning the assess langage "o(&onents rather

than li#e-lie langage. Perha&s o shol' "onte(&late in"l'ing a short essa stle

?estion or a rewriting eer"ise8 where st'ents &ara&hrase the entire (eaning o# a

senten"e or &assage o# writing. This (ight re&la"e &art o# o vo"a!lar eer"ise8

where o have ase' or st'ents to translate 5, wor's. This is a &heno(enal

a(ont o# wor's an' thin a''s n'l to the overall length o# the test. t is

arga!le that this ensres stronger learners will !e "hallenge' an' wol' nee' to

now (ore a!ot the level o# or "lass. n an event8 thin this n(!er shol' !ere'"e' "onsi'era!l. As (entione' &reviosl8 or test 'oes in'i"ate the n(!er o#

(ars ea"h ?estion is worth8 (aing it i(&ossi!le to G'ge whether or test gives

(ore weight to (ore i(&ortant as&e"ts8 a""or'ing to the "rri"l(.

t wol' !e hell i# o were to &rovi'e (e with in#or(ation regar'ing or

tea"hing ai(s an' what o taght or "lass. This wol' ai' (e in gaging the

vali'it o# or test8 whi"h (eans that or test a"tall tests what it is 'esigne' or

inten'e' to. En"lear instr"tions an' a(!igit e##e"t test vali'it. As 'oes the

&revalen"e o# (lti&le "hoi"e ?estions8 as the rea'ing o# the ?estions-an'-o&tions is

#airl ti(e "ons(ing8 so the &ro"ess o# "o(&rehension o# the a"tal ?estion (a

tae (ore ti(e an' e##ort than the &oint o a&&ear to !e testing. Do "an i(&rovethe vali'it o# or test ! writing 'own what o e&e"t o# the st'ents. # o

3| P a g e


24/49

"annot ver!alise it8 o "annot test it. /i' o 'o this@ # not8 strongl a'vise o

'o so in the #tre.

ne #inal thing want to tae into a""ont is the e##e"t8 &ositive or negative8 that or

test has on the tea"hing an' learning that &re"e'e it. This e##e"t is nown as wash!a"

or !a"wash. n other wor's8 were o in#len"e' ! the nowle'ge that orst'ents were a!ot to tae this test an' there#ore a'a&te' or tea"hing (etho'olog

an' "ontent to re#le"t the testase' on what have 'is"sse'8 &arti"larl

in re#eren"e to or se o# in'ire"t testing strategies8 the testing o# sills rather than

"ontent an' the la" o# test ite(s that #o"s on sage o# the langage8 #eel or test

will have a negative wash!a" e##e"t. This is !e"ase the test


25/49

Avan$e %r9aniser

Tar9ete#o!ains

Tar9ete@en$h!ars

*nter!eiate level

&eror!an$e Tass Assess!ent Tools

A""ess ton#or(ation

En'erstan' the (aini'eas an' s&&orting

'etails in a tet an' se

this in#or(ation as

nee'e'.

Rea' a non-#i"tion tetra'e 10 "lassB an'

relate to ?estions o#

(ain i'ea8 an' events.

Tet is entitle' Qron'

eroQ an' is a!ot the

terrorist atta"s o#

%e&te(!er 11 001.

Tea"herrainstor(. Tea"her "reates !rainstor(

areas on the !oar': 1B $hat the st'ents

now a!ot the to&i". B $hat the wol'

lie to learn a!ot the to&i". Tea"her writes

the st'ents< i'eas an' sggestions on the

!oar'.

rontal #ee'!a"

. +&ose st'ents

to the tet.

1. irst rea'ing tea"her ass gi'ing

?estions !ase' on e senten"es in the tet8

whi"h are in'i"ate' ! the tea"her. %t'ents

are ase' to highlight the answers in the e

senten"es an' then8 with the &er(ission o#

the tea"her8 share answers #rontall. i'ing

?estions #or #irst rea'ing see atta"he'

sheetB.

. %e"on' rea'ing tea"her ass a #ew (ore

gi'ing ?estions on #irst8 then se"on'8

thir'8 et". &aragra&hs an' slowl the rea'the whole tet. This rea'ing will allow the

rontal #ee'!a" an' answer

e

5| P a g e


26/49

st'ents to get the (ain i'eas o# ea"h

&aragra&h. i'ing ?estions #or se"on'

rea'ing see atta"he' sheetB.

3. Paire' rea'ing. The st'ents8 in &airs8

tae trns rea'ing the tet to ea"h other.

+a"h one in trn rea's a &ortion an' thelistener (st s((arise the (ain i'eas o#

what the have hear'.

3. %t'ents will

learn to re"ognise8

i'enti# an' se 7

e wor's "ontaine'

in the tet.

1. Tea"her reintro'"es 7 new vo"a!lar

ite(s #ro( the tet.

. Tea"her &resents the 7 wor's ! writing

ea"h o# the( on the !oar'. Choral re&etition

1 tea"her sas wor's one at a ti(e8 st'ents

re&eatB. Choral re&etition tea"her sas

whole list8 st'ents re&eatB.

3. Tea"her han's ot a worsheet with thevo"a!lar ite(s on one si'e an' the

'e#initions on the other. %t'ents (st

(at"h the vo"a!lar ite(s to the

'e#initions ! &la"ing the sa(e n(!er net

to ea"h. %t'ents are en"orage' to loo at

the vo"a!lar ite(s in "ontet in the tet to

'e"i'e what 'e#inition #its !est.

4. Tea"her &resents 7 #lash"ar's8 ea"h with a

'e#inition o# one o# the wor's an' &ts the(

on the !oar'. Tea"her "o(&letes the

(at"hing eer"ise that the st'ents have on

their worsheets8 !t #rontall an' with

"ontri!tions #ro( the whole "lass.

5. %enten"e trans#or(ation eer"ise. The

tea"her gives the st'ents 6 senten"es #ro(

the tet8 ea"h "ontaining one or two o# the

new vo"a!lar ite(s. The st'ents (st

rewrite the senten"es so that the have the

sa(e or a si(ilar (eaning to the original

senten"es.

rontal #ee'!a" i.e. "he"ing

together to ensre st'ents

have the right answers

6| P a g e


27/49

4. %t'ents will !e

a!le to i'enti# the

(ain i'eas o# the

tet8 s&&orting

'etails8 an' i'enti#

"ase an' e##e"t aswell as #a"t an'

o&inion.

1. Tea"her initiates "lassroo( 'is"ssion

regar'ing what the tet is a!ot.

. n#eren"e a"tivit8 to !e "o(&lete'

in'ivi'all. Tea"her han's ot worsheet8

whi"h has 10 state(ents. The st'ents (st

'e"i'e whether these state(ents are in thetet8 not in the tet or !etween the lines o#

the tet.

3. Tea"her intro'"es st'ents to gra&hi"

organisers: (ain i'eas an' s&&orting

'etails gra&hi" organiser8 an' a "ase an'

e##e"t gra&hi" organiser. Tea"her 'es"ri!es

their &r&ose an' se. Tea"her 'raws the

two t&es o# gra&hi" organisers on the !oar'

so that the st'ents "an easil see the(.

Tea"her ass the st'ents to loo an' listen

!e"ase the will !e ase' to 'o the sa(ething later. Tea"her tals ot lo' "ognitive

wal-throghB an' #ills in the varios

se"tions !ase' on a &revios tet the "lass

have rea' or a well nown tet s"h as a

"lassi" #air taleB. Tea"her lets the st'ents

hear the thining &ro"esses an' writes on

the organisers8 (o'elling what is e&e"te'

o# the st'ents. Tea"her re#le"ts ot lo' on

how the wore' on the organisers an'

invites st'ents to (ae "o((entsMas

?estions.

4. n gro&s o# 3 or 48 tea"her han's ot

gra&hi" organisers: 1B. 9ain i'ea an'

s&&orting 'etails gra&hi" organiIer8 with

s&a"e #or 5 s&&orting 'etails. B. Case

an' e##e"t gra&hi" organiser8 with 3 Q"aseQ

!oes alrea' #ille' in. %t'ents (st #ill in

the Qe##e"tQ !oes.

rontal #ee'!a" an' answer

e.

5. To ensrest'ents have

n'erstoo' the tet

an' have a!sor!e'

the (ain i'eas.

1. %t'ents (st write 5-7 senten"es&ara&hrasing or s((arising the tet. The

"an re#er to the e senten"es in'i"ate' !

the tea"her at the !eginning o# the lesson

. n gro&s o# 3 or 48 st'ents are ase'

wh Qron' eroQ is an a&&ro&riate na(e

#or the arti"le. # the 'on


28/49

st'ents new an' what the wante' to

now a!ot the s!Ge"t (atter o# the tet

F$LB. The tea"her "an now "o(&lete the

SLJ "ol(n o# the "hart on the !oar' with

in&t #ro( the "lass.


29/49

J=5To &a their res&e"t to the vi"ti(s o# the 'isaster.J=6>e"ase the were too ong to re(e(!er the events or were not even !orn atthe ti(e.

J=%e&te(!er 011 is the 10 ear anniversar o# the 'isaster

=a(eNNNNNNNNNNNNNNNNNNNNNN /ateNNNNNNNNNNNNNNNNNNNNNNN

Mo$abulary 'orsheet

9at"h the #ollowing wor's to their "orre"t (eaning ! &la"ing the n(!er o# thewor' net to the "orre"t (eaning.

WordsMeanings

+=rganisation or(al a"ts or ritals8 o#ten set !"sto( or tra'ition8 &er#or(e'

in o!servation o# an event or

anniversar

2=Res&onsi!le er great in siIe

3=)orri#ie' A gro& o# &eo&le who wortogether

4=+nor(os %o(ething8 s"h as a (on(entor holi'a8 inten'e' to "ele!rate

or honor the (e(or o# a &erson

or an event

5=/estr"tion Answera!le or a""onta!le8 as#or so(ething within one


30/49


Senten$e Transor!ation 'orsheet

Rewrite the #ollowing senten"es in or own wor's so that the have the sa(e or asi(ilar (eaning to the original senten"es.

+= The terrorist or9anisationAl 2ae'a was res1onsible#or this atta" an' two othersin A(er"ia on the sa(e 'a.

2= Peo&le aron' the worl' were horriie! the 'isaster.

3= A#ter woring #or (onths to "lean & the area8 all that was le#t o the $orl' Tra'eCenter was an enor!oushole "alle' ron' ero.

4. The na(e Kron' ero was #irst se' in the %e"on' $orl' $ar to 'es"ri!e theestru$tionin Ha&an a#ter two ato(i" !o(!s were 'ro&&e'.

5= +verone agree' that it was i(&ortant to !il' a !e!orialan' a (se( as soonas &ossi!le !e"ase the worl' was !eginning to #orget.

30| P a g e


31/49

6= +a"h ear8 #ewer &eo&le "o(e to the $ere!oniesin (e(or o# the %e&te(!er 11thatta"s.


*neren$es 'orsheet

Rea' the #ollowing state(ents8 whi"h all relate to the tet Kron' ero8 an' 'e"i'e

i# the state(ents are in the tet8 not in the tet or !etween the lines o# the tet i.e.

in#erre'. Pla"e an in the "ol(n that o "hoose.

State!ents *n thete8t

ot inthe te8t

@eteenthe lineso the te8t

n %e&te(!er 11th0018

two air&lanes hit the twin

towers o# the $orl' Tra'eCenter.

Two air&lanes #lew over

the $orl' Tra'e Center.

ne hn're' an' ten

!il'ings "rashe' to the

gron'.

There are no &lans to

re!il' the $orl' Tra'e

Center.

Al-2ae'a hate A(eri"a

Air&lanes hit !il'ings allover the worl'.

A(eri"a 'i' not e&e"t the

atta".

The atta" 'estroe' the

$orl' Tra'e Center an'

!a'l 'a(age' (ost o# the

!il'ings in the area.

$or on the =ational

%e&te(!er 11th9e(orial

an' 9se( !egan in

006.

9an #ire#ighters 'ie'

31| P a g e


32/49

'ring the e##orts to res"e

srvivors.


*neren$es 'orsheet

Ansers

Rea' the #ollowing state(ents8 whi"h all relate to the tet Kron' ero8 an' 'e"i'e

i# the state(ents are in the tet8 not in the tet or !etween the lines o# the tet i.e.

in#erre'. Pla"e an in the "ol(n that o "hoose.

State!ents *n thete8t

ot inthe te8t

@eteenthe lineso the te8t

n %e&te(!er 11th0018

two air&lanes hit the twintowers o# the $orl' Tra'e

Center.

Two air&lanes #lew over

the $orl' Tra'e Center.

ne hn're' an' ten

!il'ings "rashe' to the

gron'.

There are no &lans to

re!il' the $orl' Tra'e

Center.

Al-2ae'a hate A(eri"a

Air&lanes hit !il'ings all

over the worl'.

A(eri"a 'i' not e&e"t the

atta".

The atta" 'estroe' the

$orl' Tra'e Center an'

!a'l 'a(age' (ost o# the

!il'ings in the area.

$or on the =ational

%e&te(!er 11th9e(orial

an' 9se( !egan in

006.

3| P a g e


33/49

9an #ire#ighters 'ie'

'ring the e##orts to res"e

srvivors.



34/49

Cause an )e$t


35/49



36/49

Cause an )e$t


37/49

st'ents with the tet

the are a!ot to rea'.

!e rea'ing. >ase' on the na(e8 have st'ents

(ae -3 &re'i"tions as to what the thin the

tet will !e a!ot an' what will !e

in"l'e'. )ave the( in"l'e reasons as to wh

the (a'e the &re'i"tion.

. A#ter listening to st'ents< &re'i"tions8

tea"her tells st'ents the s!Ge"t (atter o# the

tet.

3. >rainstor(. Tea"her "reates !rainstor(

areas on the !oar': 1B $hat the st'ents now

a!ot the to&i". B $hat the wol' lie to

learn a!ot the to&i". Tea"her writes the

st'ents< i'eas an' sggestions on the !oar'.

. +&ose st'ents to

the tet.

1. Tea"her rea's tet to the "lass.

. Tea"her rea's tet again to get (eaning an'#low.

3. Thir' rea'ing. This ti(e8 tea"her &i"s

st'ents to rea' tet. The rea' a #ew senten"es

ea"h; (a!e less or (a!e (ore8 'e&en'ing on

a!ilit o# the st'ent.

rontal #ee'!a"

37| P a g e


38/49

3. %t'ents will learn

to re"ognise8 i'enti#

an' se 5 e wor's

"ontaine' in the tet.

1. Tea"her intro'"es 5 new vo"a!lar ite(s

#ro( the tet.

. Tea"her &resents the 5 wor's ! writing ea"h

o# the( on the !oar'. Choral re&etition 1

tea"her sas wor's one at a ti(e8 st'ents

re&eatB. Choral re&etition tea"her sas whole

list8 st'ents re&eatB.

3. Phone(i" awareness: $hi"h wor' !egins

with N@ $hi"h wor' has N in its (i''le@ )ow

(an son's are in the wor' N@ )ow (an

slla!les@

4. The tea"her orall s&ells the wor's

!a"war's. The st'ents tr to re"ognise the

wor's an' shot ot what wor's are !eing

s&elle'.

5. Tea"her han's ot a worsheet with the

vo"a!lar ite(s on one si'e an' the 'e#initions

on the other. %t'ents (st (at"h thevo"a!lar ite(s to the 'e#initions ! &la"ing

the sa(e n(!er net to ea"h. %t'ents are

en"orage' to loo at the vo"a!lar ite(s in

"ontet in the tet to 'e"i'e what 'e#inition #its

!est.


'e#inition o# one o# the wor's an' &ts the( on

the !oar'. Tea"her "o(&letes the (at"hing

eer"ise that the st'ents have on their

worsheets8 !t #rontall an' with "ontri!tions

#ro( the whole "lass.

rontal #ee'!a"

3*| P a g e


39/49

4. %t'ents will !e

a!le to i'enti# the

(ain i'eas o# the tet8

s&&orting 'etails8 an'

i'enti# "ase an'

e##e"t as well as #a"t

an' o&inion.



. Tea"her ass st'ents to rea' the tet a(ong

the(selves an'8 in gro&s o# 3 or 48 to thin o# a

title #or ea"h &aragra&h o# the tet8 !ase' on the

(ain i'eas o# ea"h &aragra&h.

3. %till in gro&s8 tea"her han's ot gra&hi"

organisers: 1B. 9ain i'ea an' s&&orting 'etails

gra&hi" organiIer8 with s&a"e #or 5 s&&orting

'etails. B. Case an' e##e"t gra&hi" organiser8

with 3 Q"aseQ !oes alrea' #ille' in. %t'ents

(st #ill in the Qe##e"tQ !oes.

4. n#eren"e a"tivit8 to !e "o(&lete'



'e"i'e whether these state(ents are in the tet8

not in the tet or !etween the lines o# the tet.

rontal #ee'!a"

5. To ensre st'ents

have n'erstoo' the

tet an' have

a!sor!e' the (ain

i'eas.

1. %t'ents (st write 5-7 senten"es

&ara&hrasing or s((arising the tet.

. n gro&s o# 3 or 48 st'ents are ase' wh

Qron' eroQ is an a&&ro&riate na(e #or the

arti"le. # the 'on


40/49

A""ess to

n#or(ation

En'erstan' the (ain i'eas

an' s&&orting 'etails in a

tet an' se this

in#or(ation as nee'e'.

Rea' a non#i"tion tet

ra'e 10 "lassB an' relate

to ?estions o# (ain i'ea8

an' events. Tet is entitle'

Qron' eroQ an' is a!ot

the terrorist atta"s o#

%e&te(!er 11 001.

Tea"herrainstor(. Tea"her "reates !rainstor(

areas on the !oar': 1B $hat the st'ents now

a!ot the to&i". B $hat the wol' lie to

learn a!ot the to&i". Tea"her writes the

st'ents< i'eas an' sggestions on the !oar'.

rontal #ee'!a"

. +&ose st'ents to

the tet.

1. irst rea'ing tea"her ass gi'ing ?estions

!ase' on e senten"es in the tet. %t'ents are

ase' to highlight the answers in the e

senten"es an' then8 with the &er(ission o# the

tea"her8 share answers #rontall.

. %e"on' rea'ing tea"her ass a #ew (ore

gi'ing ?estions on #irst8 then se"on'8 thir'8

et". &aragra&hs an' slowl the rea' the whole

tet. This rea'ing will allow the st'ents to getthe (ain i'eas o# ea"h &aragra&h.

3. Paire' rea'ing. The st'ents8 in &airs8 tae

trns rea'ing the tet to ea"h other. +a"h one in

trn rea's a &ortion.

40| P a g e


41/49

3. %t'ents will learn

to re"ognise8 i'enti#

an' se 5 e wor's

"ontaine' in the tet.

1. Tea"her reintro'"es 5 new vo"a!lar

ite(s #ro( the tet.

. Tea"her &resents the 5 wor's ! writing ea"h

o# the( on the !oar'. Choral re&etition 1

tea"her sas wor's one at a ti(e8 st'ents

re&eatB. Choral re&etition tea"her sas whole

list8 st'ents re&eatB.

3. Tea"her han's ot a worsheet with the

vo"a!lar ite(s on one si'e an' the 'e#initions

on the other. %t'ents (st (at"h the

vo"a!lar ite(s to the 'e#initions ! &la"ing

the sa(e n(!er net to ea"h. %t'ents are

en"orage' to loo at the vo"a!lar ite(s in

"ontet in the tet to 'e"i'e what 'e#inition #its

!est.


'e#inition o# one o# the wor's an' &ts the( on

the !oar'. Tea"her "o(&letes the (at"hingeer"ise that the st'ents have on their

worsheets8 !t #rontall an' with "ontri!tions

#ro( the whole "lass.

5. %enten"e trans#or(ation eer"ise. The tea"her

gives the st'ents 5 senten"es #ro( the tet8

ea"h "ontaining one o# the new vo"a!lar

ite(s. The st'ents (st rewrite the senten"es

so that the have the sa(e or a si(ilar (eaning

to the original senten"es.

rontal #ee'!a"

41| P a g e


42/49

4. %t'ents will !e

a!le to i'enti# the

(ain i'eas o# the tet8

s&&orting 'etails8 an'

i'enti# "ase an'

e##e"t as well as #a"t

an' o&inion.



. n#eren"e a"tivit8 to !e "o(&lete'



'e"i'e whether these state(ents are in the tet8

not in the tet or !etween the lines o# the tet.

3. Tea"her intro'"es st'ents to gra&hi"

organisers: (ain i'eas an' s&&orting 'etails

gra&hi" organiser8 an' a "ase an' e##e"t gra&hi"

organiser. Tea"her 'es"ri!es their &r&ose an'

se. Tea"her 'raws the two t&es o# gra&hi"

organisers on the !oar' or &roGe"ts the( on a

s"reen8 so that the st'ents "an easil see the(.

Tea"her ass the st'ents to loo an' listen

!e"ase the will !e ase' to 'o the sa(e thing

later. Tea"her tals ot lo' "ognitive wal-

throghB an' #ills in the varios se"tions !ase'on a &revios tet the "lass have rea' or a well

nown tet s"h as a "lassi" #air taleB. Tea"her

lets the st'ents hear the thining &ro"esses an'

writes on the organisers8 (o'eling what is

e&e"te' o# the st'ents. Tea"her re#le"ts ot

lo' on how the wore' on the organisers an'

invites st'ents to (ae "o((entsMas

?estions.

4. n gro&s o# 3 or 48 tea"her han's ot

gra&hi" organisers: 1B. 9ain i'ea an'

s&&orting 'etails gra&hi" organiIer8 with s&a"e

#or 5 s&&orting 'etails. B. Case an' e##e"tgra&hi" organiser8 with 3 Q"aseQ !oes alrea'

#ille' in. %t'ents (st #ill in the Qe##e"tQ !oes.

rontal #ee'!a"

5. To ensre st'ents

have n'erstoo' the

tet an' have

a!sor!e' the (ain

i'eas.

1. %t'ents (st write 5-7 senten"es

&ara&hrasing or s((arising the tet.

. n gro&s o# 3 or 48 st'ents are ase' wh

Qron' eroQ is an a&&ro&riate na(e #or the

arti"le. # the 'on


43/49

Avan$e %r9aniser

Rele$tion

or ( &ort#olio8 ha' to 'esign an a'van"e lesson &lan. This was a &arti"larl

"hallenging tas !e"ase ha' little or no nowle'ge o# how to a&&roa"h this

assign(ent. Ter(s lie K'o(ains an' K!en"h(ars were nothing (ore than a (ass

o# "on#sion. 'e"i'e' to !ase ( a'van"e organiser aron' A""ess to n#or(ation

i.e. tea"hing a tet to a "lass so that the n'erstan' the (ain i'eas an' s&&orting

'etails.

At #irst8 ha' no i'ea how to tea"h a tet to a "lass. >t8 slowl !egan to n'erstan'

the &ro"esses. resear"he' 'i##erent a"tivities that "an !e se' an' was a!le to glean

nowle'ge a"?ire' in other "lasses. (a'e two 'ra#t versions !e#ore settling on a

#inal a'van"e organiser an' was a!le to se the "riti?e o# ( earlier 'ra#ts toi(&rove an' twea the #inal version.

thin this tas shows the greatest a''e' vale #ro( anthing else have &ro'"e' in

the Assess(ent "lass !e"ase it is so(ething that onl "a(e to n'erstan' as

!egan woring on it. thin it shows a great i(&rove(ent in ( nowle'ge o#

assess(ent an' sills in this area. have "reate' so(ething that #eel is a "o(&etent

(eans o# tea"hing a tet to a gro& o# L learners at aron' a gra'e 10 level. >t

now "an a'a&t it to "ater to other levels. thin ( a'van"e organiser allows #or

the "lass to !e a'e?atel assesse' via #rontal #ee'!a" an' worsheets an' answer

es.

This is so(ething &ra"ti"al that "an tae into the real worl' o# tea"hing an' se in

the "lassroo(. or (e8 that is o# s&re(e i(&ortan"e !e"ase it is not so(ething that

has !een "reate' (erel to #le ( a"a'e(i" (s"les !t #or a reason. now that

a'van"e organisers lie the one have "reate' here will !e invala!le in ( #tre

tea"hing "areer an' now #eel "on#i'ent that "an 'esign (an (ore to "over the

varios 'o(ains an' !en"h(ars.

Dor rea'ing nit is ver goo'.

The e##ort 'e#initel &ai' o##.

Classroom Assessment Skills:Alternatie Assessment Tool -

'erformance-$ased task( 'ortfolio

or 'ro.ect *5%

ncludes all re&uired com'onents( and descri'tions aredetailed:

outline of task( includin" "oals t#at matc# t#e curriculum

task descri'tion and "uidelines for t#e 'u'ils - /o

* assessment tools t#at are ori"inal or ada'ted from a

named source a c#ecklist and a ru$ric or assessment list2

and are a''ro'riate *5 $ut a "ood readin" unit **

#a checklist and a rubric or assessment list

43| P a g e


44/49

;avourite Reain9

Rele$tion

or a "lass &resentation8 rea' an arti"le entitle' K/i' we tae the sa(e test@/i##ering a""onts o# the ntario %e"on'ar %"hool Litera" Test ! #irst an' se"on'

langage test taers ! Hanna o an' Liing Cheng.

#on' this arti"le to !e (ost enlightening. t 'is"sses the 'i##erent e&erien"es o#

L1 an' L test taers in relation to a test given in ntario %%LTB8 whi"h is a

gra'ation re?ire(ent 'esigne' to (easre litera" at a gra'e 10 level. There was a

&arti"lar #o"s on the 'etri(ental e##e"t o# #or!i''ing L learners to se a 'i"tionar

in the test an' that this goes against "o((on litera" &ra"ti"e. The arti"le goes on to

sggest that the %%LT is (erel one alternative o# (an in assessing the litera" o#

high s"hool st'ents in ntario. ther alternatives in assess(ent s"h as &ort#olio

"olle"tions8 "lassroo( o!servations8 an' narrative &ro#iles8 whi"h a""o(&anie' s"oreson the %%LT8 wol' i(&rove the ?alit o# in#or(ation regar'ing se"on'ar

st'entsJ litera" &ra"ti"es an' "a&a!ilities see atta"he' PowerPoint #or a (ore

'etaile' 'is"ssion o# the arti"leB.

The arti"le was o# &arti"lar in#len"e !e"ase it ena!le' (e to see how so(e tests

"an hol' L st'ents !a" an' &la"e the( at a signi#i"ant 'isa'vantage. was a!le8

throgh the re"o((en'ations o# the writers8 to see the tre !ene#it o# alternative

(eans o# assess(ent. Clearl8 in this "ase8 s"h alternatives wol' have !ene#ite' the

L st'ents an' hel&e' the( to avoi' (an o# the &ro!le(s the en"ontere' on this

test. The Assess(ent "lass #o"ses on alternatives in assess(ent an' this arti"le

showe'8 throgh a real li#e ea(&le8 that so(e tests 'o not give st'ents o&&ortnities

to 'e(onstrate that the "an a&&l what the have learne' or se their nowle'ge in

"reative or even Gst &ra"ti"al was. There nee's to !e a &sh to e&an' the re&ertoire

o# assessing strategies.

'tion 10%

!ption clearly demonstrates application of assessment knowledge and skills 1"

44| P a g e


45/49

;%R &%')R&%*T &R)S)TAT*% &L)AS) S)) S)&ARAT)

ATTAC(I)T *n$lue as at least one assess!ent tool in the avan$eor9aniser

Rubri$ or %ral &resentation

Criteria 0 1 2 3

onverbal Sills

+e Conta"t

/oes not atte(&t

to loo at

a'ien"e at all8

rea's notes the

entire ti(e

nl #o"ses

attention to one

&arti"lar &art o#

the "lass8 'oes not

s"an a'ien"e

""asionall

loos at so(eone

or so(e gro&s

'ring

&resentation

Constantl loos

at so(eone or

so(e gro&s at all

ti(es

a"ial +&ressions

)as either a

'ea'&an

e&ression o#

shows a

"on#li"ting

e&ression 'ring

entire &resentation

""asionall

'is&las !oth a

'ea'&an an'

"on#li"ting

e&ression 'ring

&resentation

""asionall

'e(onstrates

either a 'ea'&an

R "on#li"ting

e&ression 'ring

&resentation

ives a'ien"e

"les to what the

"ontent o# s&ee"h

is a!ot;

A&&ro&riate

e&ression8 never

noti"e a 'ea'&an

or "on#li"ting

e&ression

estres =o gestres arenoti"es =atral han'gestres are

'e(onstrate'

Postre

%its 'ring

&resentation or

sl(&s

""asionall

sl(s 'ring

&resentation

%tan's & straight

with !oth #eet on

the gron'.

Mo$al Sills

+nthsias( %hows a!soltel

no interest in to&i"

&resente'

%hows so(e

negativit towar'

to&i" &resente'

""asionall

shows &ositive

#eelings a!ot

to&i"

/e(onstrates a

strong &ositive#eeling a!ot to&i"

45| P a g e


46/49

'ring entire

&resentation

o"alise' Pases

h8 well h8 (B10 or (ore are

noti"e'

6-, are noti"e' 1-5 are noti"e' =o vo"alise'

&ases noti"e'

Content

To&i" Annon"e'

A'ien"e has no

i'ea what the

re&ort is on

agel tells

a'ien"e what

re&ort is over

Clearl e&lains

what the re&ort is

"overing

isal Ai'Poor8 'istra"ts

a'ien"e an' ishar' to rea'

A''s nothing to

&resentationThoghts

arti"late' "learl8

!t not engaging

isal ai'

enhan"es&resentation8 all

thoghts

arti"late' an'

ee&s interest

Co(&leteness o#

Content

ne or (ore

&oints le#t ot9aGorit o# &oints

glosse' over

9aGorit o# &oints

"overe' in 'e&th8

so(e &oints

glosse' over

Thoroghl

e&lains all &oints

Pro#essionalis( o#

Presentation

9(!les8

a'ien"e has

'i##i"lt hearing8

"on#sing

Thoghts 'on


47/49

&resentation

Rele$tion

From:Anthon %el!

Date:1M01M0, 00:07:5

To:INlevinetvision.net.il

)i8

a( writing to o #ro( ( si"!e' in re#eren"e to ( a!orte' &resentation on thrs.

was a little 'isa&&ointe' ! or rea"tion8 not !e"ase thoght ( &resentation

was &arti"larl ins&iring !t !e"ase ( rea'ing o# the &ower&oint sli'es was thesa(e &resenting QstleQ a'o&te' ! al(ost ever!o' else. $ith the e"e&tion o#

/avi'8 who stoo' awa #ro( the le"trn8 all the &revios &resenters were rea'ing

#ro( the s"reen. 'onen ha' #inishe'B !t o 'i'n


48/49

The onl (essage o "o((ni"ate' was a (o"er o# the re?ire(ent8 the "lass

an' the a'ien"e.

t


49/49

Assessment Portfolio Final Graded.doc

Documents