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Task 1 Deadline 13th April 2016


Effective assessment requires a clearly defined purpose. As a teacher, 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 framework provided.
What am I aiming to
the ability to distinguish between structures There is/There are
assess?
the ability to choose appropriate structure and freely use it
the ability to use singular and plural forms

the knowledge of the rule of adding -s in plural forms
What do my pupils need
to know?

They need to know grammar structures There is/There are


They need to know the difference between them
They need to know when to use them
They need to know when to use singular and plural forms
They need to know the rule of adding -s to plural forms
They need to apply their knowledge and skills in the task

What prerequisite skills


do my pupils need to
have? (you are not
assessing those)

Vocabulary: They know the names of shapes (square, circle, triangle,


rectangle, heart, star)
They know the question How many? and answer it using numbers
They count at least up to 10 (one, two, three, four, five)

At what level do my pupils


need to perform? (with
reference to the
requirements of the task)


Elementary (My pupils are 6-7 years old)

Pupils need to use There is/There are structure
Pupils need to construct full, correct sentences to get 1 point



Will it the same level of
performance be required
of all my pupils? (Consider
criteria for: all, most, som0
pupils; differentiate up and
down)

Most pupils should be able to use structures There is/There are


Most pupils should be able to use singular and plural forms
correctly
Some pupils may need some assistance, additional help
Some pupils may anticipate problems with differentiating
singular and plural forms
(the picture of Superman as an aid as a tip to add -s)

Some pupils may anticipate problems with choosing correct
structures There is/There are
This applies to pupils with special educational needs or learning
difficulties

What type of knowledge is


being assessed?
(reasoning, memory, or
process)

Reasoning
choosing appropriate structure
Process
following particular rules and patterns
the ability to recognize pictures and produce sentences (using correct
structure + correct form)

What are the exact


criteria for this
assessment task? (be
specific and refer to the
aim)

Basically, there are three criteria:


Correctness (appropriate structure + form)
Pronunciation (1-5 scale)
Fluency (1-5 scale)
(Assessment Form attached)

How will I score the


assessment?


How will I give feedback?


Pupils can get 0 or 1 point for correctness


Pronunciation and fluency are assessed on the scale from 5 (excellent) to
1 (poor)

in verbal form, face-to-face talk, individually (T P)


given immediately after pupils performance
with explanation of what was done correctly and incorrectly
based essentially on what was done right
with regard to the individual needs of the pupil
feedback sandwich: ComplimentCorrectCompliment

Procedure:
Pupils already know the names of shapes and numbers (revised before the task)
Warm-up: song about numbers, the revision of shapes flashcards
Form of the task: Face-to-face conversation
Pupils are asked to come to the teacher individually.
The task is placed in front of them.
The task is to create six correct sentences.
The teacher provides the instruction: How many shapes you can see? How many stars? How many
squares? Use the structures. The teacher is pointing while speaking.
Pupils performance: There is one square. / There are three stars. ()
The teacher fills in the assessment form, then provides a constructive feedback immediately after the
performance.
The assessment form may be used at the end of the term or school year to compare with some other
results, to draw some conclusions and assess pupils progress.
T - Teacher P Pupil

Speaking Activity for YL
Julia Goraj
GPTE 1 year