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Assessment Development Unit

Cycle 3, Grades 9-12 Speaking-based Assessed Project Guidance Academic Year 2019/20 Term 1 (September – November 2019)

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Table of Contents

1.0 Introduction 3

2.0 Why an Assessed Project? 3

3.0 How should the project be structured? 4

4.0 What resources will be provided? 4

5.0 How will the students’ work be assessed? 5

6.0 How long should the project take? 5

7.0 How should the students be involved in the planning of the project? 5

8.0 What if the student misses some or all of the project lessons? 6

9.0 What if a student plagiarises someone else’s work? 6

10.1 Speaking-based Assessed Project Template, Levels 3-4 (Appendix 1A) 7

10.2 Speaking-based Assessed Project Template, Levels 5-6 (Appendix 1B) 12

10.3 Speaking-based Assessed Project Template, Levels 7-8 (Appendix 1C) 17

11.0 Student-friendly Rubric (Appendix 2) 22

12.1 Teacher’s Rubrics (Appendix 3) 23

13.1 Class Scoresheet, Levels 3-6 (Appendix 4A) 30

13.2 Class Scoresheet, Levels 7-8 (Appendix 4B) 32

14.1 Student Feedback Form (Appendix 5) 34

15.1 Target NELCF Student Learning Objectives (Appendix 6) 35

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1.0 Introduction

Cycle 3 Teachers will be asked to create a Speaking-based Assessed Project for their students in

Term 1. The project should take the format of a series of team activities across a number of lessons,

in which the students plan for, prepare, and deliver a final product in the form of a speaking-based

exercise. The outcomes which are being assessed (and the criteria for assessing them) are

prescribed and must be the core focus when conducting and evaluating the project work.

It is important that each stage of the project is planned to guarantee every student the opportunity

to showcase their speaking skills. This might be achieved through, e.g.:

• Presenting an idea

• Evaluating an issue

• Problem solving tasks

• Debating or discussing an issue

• Analysing or describing advantages and disadvantages

Regardless of the type of project chosen, the teacher should plan to ensure every student’s

participation throughout.

The teachers will have the flexibility to choose the content and activities for the project to reflect

themes covered by the English Coursebook within the term; or themes covered by another EMI

subject in Term 1. This is to help ensure the choice of topic will best match the students’ interests

and their strengths.

The Speaking-based Assessed Project carries 90% of the Continuous Assessment mark for Term

1 (i.e. 9% of the student’s final mark for the year).

2.0 Why an Assessed Project?

The Speaking-based Assessed Project (SAP) is intended as a platform for the continuous

assessment of speaking-based learning outcomes, including those interactive outcomes which are

difficult to assess in an exam scenario. To this end, the rubric for the students’ work throughout the

project reflects a number of targeted, level-specific Student Learning Outcomes (SLOs). See

Appendix 6 for the list of target SLOs.

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3.0 How should the project be structured?

While giving the teachers a large degree of flexibility in creating the project, it is expected that it will

be divided in three stages:

• Introduction stage – activities intended to familiarise students with the project (e.g.: teacher’s

presentation, brainstorming, or students’ survey). The purpose of this stage is to explain the

aims of project and to decide on the format and theme of the project. If different groups within

the class complete different projects, one SAP Template (Appendix 1A, 1B and 1C) should

be completed for each distinct project.

• Interaction stage – at least one lesson in which students co-operate to create their project.

The structure of this stage should facilitate assessment of the target SLOs as students work

towards their final product. Types of activities that might be included: questionnaires,

brainstorming, peer assessment activities, group discussions, debates, etc.

• Presentation stage – one lesson to facilitate the assessment of the target SLOs as students

deliver their final product. The final project might take the following formats: video, podcast,

role play, theatrical performance, poster presentation, etc.

You may also wish to include a stage where some IP-specific target language is reviewed, to

encourage integration into their final project delivery.

4.0 What resources will be provided?

Teachers will be provided with the following:

• this Teachers’ Guide

• Speaking-based Assessed Project Template

• Student-friendly Rubric

• Teacher’s Rubric

• Class Scoresheet

• Example SAP for each level

• Student Feedback Form

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The SAP Template is a form that the teacher must complete while planning and revising the project.

It is designed to help the teacher focus on key aspects of the project. It also serves as a record of

work completed.

Please refer to the Example SAP for ideas on how the project could be conducted and what types

of projects and activities might be suitable for each level. These are intended as examples rather

than ready-made projects to be copied. Nonetheless, as they reflect relevant coursebook themes,

they can be used by teachers as a contingency measure.

5.0 How will the students’ work be assessed?

The teacher is to use the Teacher’s Rubric for the relevant level (Appendix 3), and the class

scoresheets (Appendix 4A or 4B) to make a holistic assessment of each student’s achievement

across the assessment criteria.

Furthermore, as a continuous assessment task, the rubric is also designed to reward effort,

participation, soft skills and progress (as they relate to the target learning outcomes) rather than

strictly an assessment of English level proficiency. While the evaluation of student performance is

intended to be holistically assessed over the whole project period, some stages of the project will

clearly be more targeted by certain criteria than others. Therefore, before starting, teachers should

familiarise themselves with the rubric and consider how it links to the different project stages.

6.0 How long should the project take?

The teacher may determine the exact timing and the length of the project, bearing in mind that it

should start after at least one full coursebook unit has been completed and should be finished before

November 17th 2019 prior to the Term 1 summative assessments. The project will require at least

three lessons to accommodate the three stages planned, though may be extended for additional

periods as required. Time should also be allocated to providing students with feedback on their

project work. To this end, a Student Feedback Form has been provided in Appendix 5.

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7.0 How should the students be involved in the planning of the project?

Student participation in choosing the themes, activities, student grouping for the project, etc. is

encouraged. It does remain the teacher’s responsibility, however, to create a robust plan that will

ensure assessment of the target SLOs for the level.

8.0 What if a student misses some or all of the project lessons?

Each student is expected to be present for all project lessons. For any authorised absence (i.e.

when proof of a valid reason is produced), please arrange an opportunity for the student to complete

any work missed at another date and assess interactive elements based on general class

participation. In cases of unauthorised absence, use the rubric as normal but penalise the students

for any aspects which cannot be assessed due to absence (e.g. they missed all stages where

Participation could be assessed) with an automatic score of 1 for that criteria. For any students

absent without reason for the entire duration of the project, the teacher is to arrange an opportunity

to make an alternative presentation that will be marked accordingly, with interactive elements of the

rubric (Responding appropriately, Asking and answering questions / Turn-taking and Participation)

awarded only the minimum mark of 1. Any student who fails to attend or deliver any follow-up work

is to be given a baseline score of 25% in Al Manhal.

9.0 What if a student plagiarises someone else’s work?

Please ensure the students are familiar with the standards of academic integrity. You may want to

use some of the introduction stage to ensure this. If any part of a student’s work is plagiarised or

copied, the student is to be given a chance to redo the work in question. If it can be proven that only

copied or plagiarised work has been presented, the student is to be given a 0 mark for ‘Presentation

of ideas’, with other aspects marked according to merit. Plagiarism should also be addressed post-

project using the Student Feedback Form provided (Appendix 5).

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Appendix 1A

Cycle 3 Term 1 (2019-2020) Speaking-based Assessed Project Template

Levels 3 - 4

The purpose of this template is to:

• assist teachers with the development of effective Speaking-based Assessed Project

• ensure the project is effectively aligned with NELCF outcomes

• provide a record of work for school and ADU purposes

It is the teacher’s responsibility to ensure that projects are:

• suitable to be assessed via the rubric

• designed to meet the NELCF outcomes

• appropriate and manageable for students

Please familiarise yourself with the Teacher’s Guide and AP Examples for relevant levels.

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NELCF Level: ________ Class: ________ School: ________________

NELFC outcomes:

Level 3

• En.3.S.IP.1 Express own ideas using

range of words, set phrases and

expressions

• En.3.S.IP.2 Retell stories and personal

experiences using a range of familiar

words, set phrases and expressions

• En.3.S.IP.3 Ask and answer questions

on familiar topics

• En.3.S.IP.4 Participate in simple

interactions on familiar topics

• En.3.L.CS.1 Listen and respond

appropriately to peers and adults

Level 4 * (Not used in Term 1)

• En.4.S.IP.1 Express own ideas, feelings and

emotions

• En.4.S.IP.2 Retell stories and personal

experiences using a range of phrases and

expressions

• En.4.S.IP.3 Ask and answer simple open-

ended questions on familiar and concrete

topics

• En.4.S.IP.4 Participate in simple interactions on

familiar and concrete topics

• En.4.L.CS.1 Listen and respond appropriately

to peers and adults

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Pre-project Plan

If projects significantly differ within one class, use one template per project group.

Project title & brief

overview:

• To be decided by teacher. To demonstrate

use of the target functional language, for level

3, the title should include one of the phrases:

‘…present your …’

‘…make suggestions…

Students:

• Class/names of students in group(s)

Introduction stage:

• Describe initial preparatory activities

• Use Student-friendly Rubric to discuss the

grading scheme (Appendix 2 in the Teacher’s

Guide)

During project planning, ensure activities meet

the requirements for the assessment of NELCF

outcomes.

Interaction stage:

• List key activities

• List interactions expected/assessed

Ensure activities facilitate the meeting of NELCF

outcomes listed above and the use of IP-relevant

language.

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Presentation stage:


• Indicate mode of delivery


outcomes, especially S.IP 1 - 3. This may take the

format of questions/comments about peers’ work.

Peer-evaluation:

• List any peer-evaluation undertaken during or

after the project.

Coursebook and/or

cross-curricular

coverage:

• List resources provided to students (handouts,

tasks, reading resources)

• Detail units/ lesson covered and/or cross-

curriculum content.

• List language outcomes (lexical,

grammatical, functional) which you will

encourage students to use.

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Post-project Overview

Materials collected:

• List materials collected from the students

during the projects

Ensure these are correctly labelled and stored for

review/audits procedures.

Post-project feedback:

• List feedback provided to students

Any issues experienced:

• List cases of absenteeism

• List cases of plagiarism

• Other factors (timing issues, classroom

management, etc.)

Ensure attachment of relevant documentation.

Optional: Additional

notes during or after the

task:

Teacher: ________________ Signature: ________________ Date Completed: ________________

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Appendix 1B


Levels 5 - 6










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NELFC outcomes:

Level 5

• En.5.S.IP.1 Express own ideas,

opinions and personal perspective

• En.5.S.IP.2 Retell detailed information

from stories and personal experiences

• En.5.S.IP.3 Ask and answer questions

for clarification, elaboration and

understanding

• En.5.S.IP.4 Initiate and participate in a

range of interactions on familiar and

concrete topics

Level 6

• En.6.S.IP.1 Express own ideas and respond to

the ideas of others

• En.6.S.IP.2 Retell detailed information from

stories and personal experiences

• En.6.S.IP.3 Ask and answer questions for

clarification, elaboration and understanding

• En.6.S.IP.4 Initiate and participate in a wide

range of interactions on familiar and concrete

topics

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Pre-project Plan



overview:

• To be decided by teacher. To demonstrate use

of the target functional language, for levels 5-6,

the title should include one of the phrases:

‘…present your opinion on…’

‘…discuss how to improve…’

‘…present your idea for …’

‘…describe the advantages/

disadvantages of…’

Students: • Class/names of students in group(s)

Introduction stage:

• Describe initial preparatory activities.

• Use Student-friendly Rubric to discuss the

grading scheme (Appendix 2 in the Teacher’s

Guide).

During project planning, ensure activities meet the

requirements for the assessment of NELCF

outcomes.

Interaction stage:


• List key interactions expected/assessed


outcomes listed above and the use of IP relevant

language.

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Presentation stage:




outcomes, especially S.IP 1 - 3. This may take the

format of questions/ comments about peers’ work.

Peer-evaluation:

• List any peer-evaluation undertaken during or

after the project.

Coursebook and/or

cross-curricular

coverage:

• List resources provided to students (handouts,

tasks, reading resources)

• Detail units/ lesson covered and/or cross-

curriculum content.

• List language outcomes (lexical, grammatical,

functional) which you will encourage students

to use.

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• List materials collected from the students

during the projects

Ensure these are correctly labelled and stored for

review/audits procedures.



Any issues

experienced:




management, etc.)

Ensure attachment of required documentation.


notes during or after

the task:


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Appendix 1C


Levels 7 - 8










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NELFC outcomes:

Level 7

• En.7.S.IP.1 Express, elaborate on and

justify own ideas

• En.7.S.IP.2 Participate in structured

discussions responding appropriately

to the contributions of others

• En.7.S.IP.3 Initiate and maintain

interactions on some unfamiliar

concrete topics

Level 8

• En.8.S.IP.1 Express, elaborate on and justify

own ideas and respond to those of others

• En.8.S.IP.2 Participate in structured

discussions, responding to and building on the

contributions of others

• En.8.S.IP.3 Initiate and maintain interactions on

familiar and unfamiliar topics

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Pre-project Plan



overview:

• To be decided by teacher. To

demonstrate use of the target functional

language, for Levels 7-8, the title should

include one of the phrases:

‘…debate the

advantages/disadvantages of…’

‘…give your opinion on…’

Students: • Class/names of students in group(s)

Introduction stage:

• Describe initial preparatory activities.

• Use Student-friendly Rubric to discuss

the grading scheme (Appendix 2 in the

Teacher’s Guide).

During project planning, ensure activities

meet the requirements for the assessment

of NELCF outcomes.

Interaction stage:


• List key activities interactions

expected/assessed

Ensure activities facilitate the meeting of

NELCF outcomes listed above and the use

of IP relevant language.

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Presentation stage:



Ensure activities facilitate the meeting of

NELCF outcomes, especially S.IP 1 - 3. This

may take the format of questions/

comments about peers’ work.

Peer-evaluation:

• List any peer-evaluation undertaken

during or after the project.

Coursebook and/or

cross-curricular

coverage:

• List resources provided to students

(handouts, tasks, reading resources)

• Detail units/ lesson covered and/or

cross-curriculum content.

• List language outcomes (lexical,

grammatical, functional) which you will

encourage students to use.

21



• List materials collected from the

students during the projects

Ensure these are correctly labelled and

stored for review/audits procedures.



Any issues

experienced:




management, etc.)

Ensure attachment of required

documentation.


notes during or after

the task:


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Appendix 2

Cycle 3 Term 1 (2019-2020)

Speaking-based Assessed Project

Student-friendly Rubric

Levels 3 - 4

Asking and answering questions

Participation Presentation of ideas Range of language attempted

Responding appropriately

Ask and answer a

range of questions.

Take part in class

activities.

Share ideas for the

project clearly.

Use taught language

and grammar in the project.

Listen and reply to

your teacher and classmates.

Level 5 - 6


Participation Presentation of ideas Range of language attempted


Ask and answer a range of questions to

ask for and give additional information.

Take part in class activities.

Bring new ideas and

share them with classmates.

Share ideas for the project clearly.

Make sure to share

your own ideas when presenting your

project.

Use taught language and grammar when

communicating your ideas.

Listen and reply to your teacher and

classmates during the project.

Clearly share and

expand on your own ideas when asked.

Level 7 - 8

Participation Presentation of

ideas

Coherence of

Ideas

Range of

language attempted

Turn-taking Responding

appropriately

Take part in class

activities.

Bring new ideas to the class and

share them with classmates.

Share own ideas,

opinions and experiences

clearly and confidently when

presenting your project.

Use the correct

language to structure your

ideas for your teacher and

classmates.

Use taught

language and grammar when

communicating your ideas.

Communicate with

classmates using the correct

language for discussions.

Listens and reply

to all interactions.

Share your ideas and develop your

project through interactions with

classmates.

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Appendix 3

Cycle 3 Term 1 (2019-2020) –

Speaking-based Assessed Project

Teacher’s Rubric

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Teacher’s Rubric, Level 3

Band En.3.S.IP.3


En.3.S.IP.4

Participation

En.3.S.IP.1 /

En.3.S.IP.2 Presentation of ideas

En.3.S.IP.1 /

En.3.S.IP.2 Range of language

attempted

En.3.L.CS.1


3

(consistent achievement)

• Student asks more

than one question effectively

• Student answers questions in full

• Student participates in

various interactions consistently

• Student is engaged in a positive manner

• Student contributions

are constructive

• Student expresses

ideas / experiences with clarity and

confidence

• Student is easily understood

• Student has shown effort to communicate

own ideas effectively and consistently

.

• Student consistently

applies Supplementary

Syllabus taught

• Subject specific language is mostly

used throughout the presentation though

minor inaccuracies may exist


listens to teacher and peers during the

project period

• Student consistently responds fully and

accurately to questions and

requests from teacher and peers during the

project period

• Student responds

appropriately to questions from teacher or peers

during presentation

2

(some demonstrated

achievement)

• Student asks at least one question

effectively

• Student answers questions adequately

• Student participates in class interactions

inconsistently

• Student is not engaged at all times

• Student makes some contributions

• Student shows effort when presenting

ideas / experiences but does so

inconsistently

• Clarity of presentation is

inconsistent

• Presentation is short

• Some original ideas are presented but these are not the

main focus of the presentation

• Student applies Supplementary

Syllabus examples with scaffolding

• Student uses subject-specific language with scaffolding

• Inaccuracies are evident but

understanding is clear

• Student inconsistently listens to teacher and

peers during the project period

• Student occasionally but inconsistently responds

appropriately to questions and


project period

• Student attempts a

response to a question from a

teacher or peer; but may not fully address

the question during presentation

1

(insufficient achievement)

• Student does not ask questions

• Student does not

answer questions adequately

• Student has little or no participation in group

interactions

• Student anticipates

contributions to be made by other group

members

• Student communicates ideas

insufficiently

• Length of content

might cause difficulty in understanding

• Effective communication of message is not

achieved

• Student uses examples of new

language infrequently when presenting,

apart from one or two isolated examples

• Some, limited examples of new

language may be used repetitively

• Student barely or never responds

appropriately to questions/comments

from the teacher or peers at any stage

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Band En.4.S.IP.3


En.4.S.IP.4

Participation

En.4.S.IP.1

Presentation of ideas

En.4.S.IP.2

Range of language attempted

En.4.L.CS.1


3



than one open-ended question

effectively

• Student answers a range of open-ended

questions in full

• Student participates

in various interactions

consistently


• Student contributions are constructive


ideas / experiences and related feelings

with clarity and confidence


• Student has shown

effort to communicate own

ideas and feelings effectively and

consistently

• Student applies

Supplementary Syllabus taught,

consistently

• Subject specific language is mostly

used throughout the presentation though



listens to teacher and peers during the

project period

• Student consistently responds fully and

accurately to questions and


project period


appropriately to questions from

teacher or peers during presentation

2 (some

demonstrated achievement)

• Student asks at least one question effectively

• Student answers open-ended questions

adequately

• Student participates in class interactions inconsistently


• Student makes some

contributions

• Student shows effort when presenting ideas / experiences

and feelings but this is inconsistent

• Clarity of presentation is inconsistent


• Some original ideas and feelings are

presented but these are not the main

focus of the presentation

• Student applies Supplementary Syllabus examples

with scaffolding and support

• Student uses subject-specific language with

scaffolding and support



• Student inconsistently listens to teacher and peers during the

project period

• Student occasionally responds

appropriately to questions and


project period but this is inconsistent

• Student attempts a response to a

question from a teacher or peer; but

may not fully address the question during

presentation

1


• Student does not ask questions

• Student does not answer questions

adequately

• Student has little or no participation in

group interactions

• Student anticipates

contributions to be made by other group

members


insufficiently

• Length of content

might cause difficulty in

understanding

• Effective communication of

message is not achieved


language infrequently when

presenting, apart from one or two

isolated examples

• Some, limited

examples of new language may be

used repetitively


appropriately to questions/comments

from the teacher or peers at any stage

26


Band En.5.S.IP.3


En.5.S.IP.4

Participation

En.5.S.IP.1


En.5.S.IP.2


En.5.S.IP.1-4


3



than one question to clarify meaning or

ask for more information

• Student answers a range of questions in full to clarify

meaning or ask for more information



consistently



• Student helps initiate new topics or bring others into

discussions


ideas and opinions with clarity and

confidence


• Student has shown effort to

communicate own opinions and

personal perspectives on

topic effectively and consistently



Syllabus taught to provide detailed

information when presenting, though


• Subject specific language is mostly used throughout the

presentation though minor inaccuracies

may exist


appropriately to the task or interaction at

hand and contributes fully

• Student consistently responds fully and accurately to

requests for elaboration or

clarification during the project period

• Student aids clarity with further

presentation of their own ideas and perspective

2

(some demonstrated

achievement)

• Student asks at least one question for

clarification, elaboration or

understanding

• Student answers at least one question

adequately for clarification,

elaboration or understanding

• Student participates in class interactions

inconsistently


• Student makes some contributions

• Student initiates interaction at least once

.

• Student shows effort when presenting

ideas / experiences and feelings but this

is inconsistent

• Clarity of presentation is

inconsistent


• Some original ideas and personal perspective are

presented but these are not the main

focus of the presentation

• Student applies Supplementary

Syllabus examples with scaffolding and

support for further detail when

presenting

• Student uses subject-specific

language with scaffolding and

support

• Inaccuracies are

evident but understanding is

clear

• Student contribution in responding


hand may be inconsistent

• Student responds appropriately to at least one request for

elaboration or clarification though

may not fully answer

1 (insufficient

achievement)

• Student does not ask clarification

questions

• Student does not answer clarification

questions adequately


group interactions

• Student anticipates contributions to be

made by other group members


insufficiently

• Length of content might cause

difficulty in understanding

• Student does not communicate message effectively

• Student makes little to no apparent effort

to share own ideas in relation to project


language infrequently when

presenting, apart from one or two

isolated examples



• No topic-specific, detailed information is provided


appropriately to what is asked of them or

the task/interaction at various stages of

the project.

27


Band En.6.S.IP.3


En.6.S.IP.4

Participation

En.6.S.IP.1


En.6.S.IP.2


En.6.S.IP.1


3


• Student asks a

range of question to clarify meaning or

ask for more information

• Student fully answers a range of questions to clarify

meaning or ask for more information



consistently



• Student helps initiate new topics or bring others into

discussions


ideas and opinions with clarity and

confidence



communicate own opinions and

personal perspectives on




Syllabus taught to provide detailed

information when presenting, though


• Subject specific language is mostly used throughout the

presentation though minor inaccuracies

may exist



hand and contributes fully

• Student consistently responds fully and accurately to

requests for elaboration or

clarification during the project period

• Student aids clarity with further

presentation of their own ideas

2 (some


• Student asks at least one question for clarification,

elaboration or understanding

• Student answers at least one question adequately for

clarification, elaboration or

understanding

• Student participates in class interactions inconsistently


• Student makes some

contributions

• Student initiates interaction at least

once

• Student shows effort when presenting ideas / experiences

and feelings but this is inconsistent

• Clarity of presentation is inconsistent


• Some original ideas and personal

perspective are presented but these

are not the main focus of the

presentation

• Student applies Supplementary Syllabus examples

with scaffolding and support for further

detail when presenting

• Student uses subject-specific language with

scaffolding and support



• Student contribution in responding appropriately to the

task or interaction at hand may be

inconsistent

• Student responds to an idea expressed by

a peer or teacher at least once

• Student responds appropriately to at

least one request for elaboration or

clarification though may not fully answer

1 (insufficient

achievement)

• Student does not ask clarification questions

• Student does not answer clarification

questions adequately

• Student has little or no participation in group interactions

• Student anticipates contributions to be

made by other group members

• Student communicates ideas insufficiently

• Length of content might cause

difficulty in understanding

• Student does not communicate message effectively

• Student makes little to no apparent effort to share own ideas

in relation to project

• Student uses examples of new language

infrequently when presenting apart

from one or two isolated examples



• No topic-specific, detailed information is provided

• Student barely or never responds appropriately to what

is asked of them or the task/interaction

at hand or to the ideas of others at the

various stages of the project.

28


Band En.7.S.IP.3

Participation

En.7.S.IP.1


En.7.S.IP.1

Coherence of ideas

En.7.S.IP.1-3

Range of language

attempted

En.7.S.IP.2

Turn-taking

En.7.S.IP.2


3 (consistent

achievement)


participates in various

interactions in class

• Student is fully engaged in class

interactions

• Student often

initiates and maintains

interaction in a positive and constructive

manner

• Student expresses ideas

and opinions with clarity and

confidence

• Students can fully elaborate

on and justify ideas and

opinions as required


communicate own opinions and personal

perspectives on topic effectively

and consistently

• Student expands own

ideas through clear and

consistent signposting

throughout

• Student ensures that

the argument and

relationship between ideas

is easy to follow



Syllabus taught to provide

detailed information

when presenting,

though minor inaccuracies

may exist

• Subject specific language is

mostly used in all discussions,


may exist

• Student demonstrates

consistent appreciation of

the conventions of asking,

responding, initiating and

interjecting within a

structured discussion.

• Student responds appropriately to

the task or interaction at

hand throughout the project

stages


responds appropriately to

the contributions of others within a

structured discussion

throughout the project stages

2 (some


• Student inconsistently participates in

various interactions in

class

• Student is not engaged in

class interactions at

all times

• Student makes

at least one initiation of

interaction and/or attempts

to repair / maintain the

interaction

• Student shows effort when presenting own

ideas and elaborates on

and/or justifies them, but this is

to a limited degree


perspective are presented but

these are not the main focus

of the presentation

• Student shows some ability to link ideas and

show relationship

between them when

expanding on them

• Student ensures that the argument

and relationship

between ideas is easy to

follow, but this may not be

consistent

• Student applies Supplementary Syllabus

examples with scaffolding and

support for further detail

when contributing to

all discussions



support



clear

• Student shows some awareness of appropriate

turn-taking in asking others'

opinions, interjecting, etc.

• Student does not apply interaction conventions

consistently


appropriately to the task or

interaction at hand may be

inconsistent

• Student responds appropriately to

at least one contribution of a

peer within a structured

discussion

1


• Student has little or no

participation in the dynamic of

the group interactions

• Student anticipates other

group members to structure,

initiate and sustain

interaction

• Student does not demonstrate

ability to elaborate on and

justify own ideas

• Student

expresses ideas in a basic,

limited way

• Student does not contribute

sufficiently to clearly

demonstrate their own

perspective on the topic.

• Student may not make any

attempt to expand on their

ideas

• Student

attempt lacks coherence and

cohesion

• Student attempt lacks

clarity

• Student does not use new

language frequently, apart

from one or two isolated

examples

• Some, limited

examples of new language may

be used repetitively

• Student does not elaborate on own position or

does not contribute to the

discussion due to lack of

language


demonstrates little to no

understanding of appropriate turn-

taking conventions in

structured discussion (e.g.

consistently interrupting or

refusing to respond).

• Student barely or never

responds appropriately to

what is asked of them, the

task/interaction at the various

stages of the project or to the

contributions of others.

29


Band En.7.S.IP.3

Participation

En.7.S.IP.1


En.7.S.IP.1

Coherence of ideas

En.7.S.IP.1-3

Range of language

attempted

En.7.S.IP.2

Turn-taking

En.7.S.IP.1/2


3 (consistent

achievement)


participates in various

interactions in class

• Student is fully engaged in class

interactions

• Student often

initiates and maintains

interaction in a positive and constructive

manner

• Student expresses own

ideas and opinions with

clarity and confidence

• Students can fully elaborate on and justify

own ideas and opinions as

required

• Student has

shown effort to communicate own opinions

and personal perspectives on


• Student expands own

ideas through clear and

consistent signposting

throughout

• Student ensures that

the argument and

relationship between ideas

is easy to follow



Syllabus taught to provide

detailed information

when presenting,


may exist

• Subject specific language is

mostly used in all discussions,


may exist

• Student demonstrates

consistent appreciation of

the conventions of asking,

responding, initiating and

interjecting within a

structured discussion.



interaction at hand throughout

the project stages

• Student consistently responds

appropriately to and builds upon

the contributions of others within a

structured discussion

2 (some


• Student inconsistently participates in

various interactions in

class

• Student is not engaged in

class interactions at

all times

• Student makes

at least one initiation of

interaction and/or attempts

to repair / maintain the

interaction

• Student shows effort when presenting own

ideas and elaborates on

and/or justifies them, but this is

to a limited degree


perspective on the topic are

presented but these are not

the main focus of the

presentation

• Student shows some ability to link ideas and

show relationship

between them when

expanding on them

• Student ensures that the argument

and relationship

between ideas is easy to

follow, but this may not be

consistent

• Student applies Supplementary Syllabus

examples with scaffolding and

support for further detail

when contributing to all

discussions



support



clear

• Student shows some awareness of appropriate

turn-taking in asking others'

opinions, interjecting, etc.

• Student does not apply interaction conventions

consistently



interaction at hand may be

inconsistent

• Student responds to and

builds upon the contribution of

others within a structured

discussion, at least once

1 (insufficient

achievement)


the dynamic of the group

interactions

• Student

anticipates other group members

to structure, initiate and

sustain interaction

• Student does not demonstrate ability to

elaborate on and justify own ideas

• Student expresses ideas

in a basic, limited way

• Student does not contribute sufficiently to

clearly demonstrate

their own perspective on

the topic.

• Student may not make any attempt to

expand on their ideas

• Student attempt lacks

coherence and cohesion

• Student attempt lacks clarity

• Student does not use new language

frequently, apart from one or two

isolated examples


language may be used

repetitively

• Student does not elaborate on

own position or does not

contribute to the discussion due

to lack of language

• Student consistently demonstrates

little to no understanding of

appropriate turn-taking

conventions in structured

discussion (e.g. consistently

interrupting or refusing to

respond).


appropriately or fully to what is

asked of them, the task /

interaction at the various

stages of the project or to the

contributions of others

30

Appendix 4A: Class Scoresheet, Levels 3 - 6 Cycle 3 Term 1 Speaking-based Assessed Project Level: ________________; Class: ______________; Teacher: ______________

Student name A

skin

g a

nd a

nsw

ering

questio

ns

(Out of

3)

Part

icip

atio

n

(Out of

3)

Pre

senta

tion o

f id

eas

(Out of

3)

Range o

f la

nguage

attem

pte

d

(Out of

3)

Respondin

g

appro

priate

ly

(Out of

3)

To

tal

Sco

re

(Out of

15)

e.g.: Ali Saif Saad 2 3 1 3 2 11

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

31

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

Project Marks Conversion Chart Levels 3 - 6

Project Score (out of 15)

Score (out 100)

4 27

5 33

6 40

7 47

8 53

9 60

10 67

11 73

12 80

13 87

14 93

15 100

32

Appendix 4B: Class Scoresheet, Levels 7 - 8 Cycle 3 Term 1 Speaking-Based Assessed Project Level: ________________; Class: ______________; Teacher: ______________

Student name P

art

icip

atio

n

(Out of

3)

Pre

senta

tion o

f id

eas

(Out of

3)

Cohere

nce o

f id

eas

(Out of

3)

Range o

f la

nguage

attem

pte

d

(Out of

3)

Turn

-takin

g

(Out of

3)

Respondin

g

appro

priate

ly

(Out of

3)

To

tal

Sco

re

(Out of

18)

e.g.: Ali Saif Saad 2 3 2 3 1 3 14

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

33

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

Project Marks Conversion Chart Level 7 - 8

Project Score

(out of 18)

Score

(out 100) 5 28

6 33

7 39

8 44

9 50

10 56

11 61

12 67

13 72

14 78

15 83

16 89

17 94

18 100

34

Appendix 5 Student Feedback Form

Speaking-based Assessed Project Feedback Form (2019-2020)

Student Name: Class: Date: Teachers comments: Students comments:

Signed: ______________________

Signed: ______________________

35

Appendix 6 Target NELCF Student Learning Outcomes for Term 1 Speaking-based Assessed Project

NELCF level Learning Outcomes for the SAP

3

• En.3.S.IP.1 Express own ideas using range of words, set phrases and expressions

• En.3.S.IP.2 Retell stories and personal experiences using a range of familiar words, set phrases and expressions

• En.3.S.IP.3 Ask and answer questions on familiar topics

• En.3.S.IP.4 Participate in simple interactions on familiar topics

• En.3.L.CS.1 Listen and respond appropriately to peers and adults

4

• En.4.S.IP.1 Express own ideas, feelings and emotions

• En.4.S.IP.2 Retell stories and personal experiences using a range of phrases and expressions

• En.4.S.IP.3 Ask and answer simple open-ended questions on

familiar and concrete topics

• En.4.S.IP.4 Participate in simple interactions on familiar and concrete topics

• En.4.L.CS.1 Listen and respond appropriately to peers and adults

5

• En.5.S.IP.1 Express own ideas, opinions and personal perspective

• En.5.S.IP.2 Retell detailed information from stories and personal experiences

• En.5.S.IP.3 Ask and answer questions for clarification, elaboration and understanding

• En.5.S.IP.4 Initiate and participate in a range of interactions on familiar and concrete topics

6

• En.6.S.IP.1 Express own ideas and respond to the ideas of others

• En.6.S.IP.2 Retell detailed information from stories and personal experiences

• En.6.S.IP.3 Ask and answer questions for clarification, elaboration

and understanding

• En.6.S.IP.4 Initiate and participate in a wide range of interactions on familiar and concrete topics

7

• En.7.S.IP.1 Express, elaborate on and justify own ideas

• En.7.S.IP.2 Participate in structured discussions responding

appropriately to the contributions of others

• En.7.S.IP.3 Initiate and maintain interactions on some unfamiliar concrete topics

8

• En.8.S.IP.1 Express, elaborate on and justify own ideas and respond to those of others

• En.8.S.IP.2 Participate in structured discussions, responding to and

building on the contributions of others

• En.8.S.IP.3 Initiate and maintain interactions on familiar and unfamiliar topics

assessment development unit cycle 3, grades 9-12 speaking ... · 1 assessment development unit...

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