Meanwhile, three assessment tools are used:
1. a checklist,
2. a report rubric, and
3. a presentation rubric
For this purpose, the following resources have been used:
1. English Language Outcomes, issued by the Ministry of Education
2. Assessment Examples in English Language,
issued by the Ministry of Education
3. Action Pack 7-Teacher’s Book, Students’ Book and Activity Book.
(Module 5)
4. http://rubistar.4teachers.org/index.php
5. http://nobelprize.org/nobel_prizes/literature/laureates
Teachers are welcomed to adopt and adapt, or create
their own examples, and send us copies of them for future
interactions and exchanges.
The Example follows the general procedures stated in the
“Assessment Examples” which are as follows:
General Procedurs
Step1: Identify the expected learning outcomes
Organizers | Learning Outcomes |
All | Listen, speak, read and write about famous people and their achievements. |
Listening 20% | o Follow oral instructions (e.g., how to use the Internet) o Respond to questions before, during, and after listening o Show approval of other other’s ideas ( e.g facial expressions and gestures.) o Show understanding of classroom presentations |
Speaking 30% | o Talk about personalityo Talk about ruleso Use appropriate intonation patterns for different kinds of sentences (e.g., questions, exclamations) o Participate in class discussions o Use sequencing words (e.g., first, second) to assist the listener when presenting information about a process o Make suggestions for the improvement of peers’ presentations or written work |
Reading 20% | o Skim and scan authentic reading material on topics related to prior knowledge or personal interest o Summarize or paraphrase key ideas in reading materials o Locate and use facts and opinions to support own ideas o Use print and electronic dictionaries and glossaries to find meanings, pronunciation, and synonyms of words |
Writing 30% | o Locate and use simple English reference materials found in the classroom and school library o Use the Internet to locate specific information for assignments in English o Take notes from resource materials o Summarize information o Use substitution tables or any other given framework to write meaningful paragraphs o Write short reports o Spell correctly learned vocabulary o Write dictated material using correct punctuation o Create a poster o Revises and edits own and peer work |
100% | Total |
Step2: Identify the assessment
strategies
and tools.
1st Strategy: Observation
To monitor and improve learning
Tools: Checklist (for teacher and students)
2nd Strategy: Performance Based Assessment
(Project& Presentation)
To evaluate-give marks
Tools: Rubric& Rating Scale
Step3: Plan an assessment task.
Adopt and adapt the project
(A Noble Prize Winner)
One paragraph report, a presentation and a poster
Reference: Action Pack7, Sudents’Book,
Teacher’s Book and Activity Book
Step4: Establish and set criteria. Involve students,
when appropriate, in establishing criteria.
A thorough study of the learning outcomes for this grade, and the Module
outcomes suggests the “Assessment Criteria” listed in the “Observation Checklist”.
This checklist should be used by the teacher to monitor his students’ work, and
by the students to monitor their work and the work of their colleagues.
The checklist could be used for each student separately (form1), or for the
whole class (form 2). Students’ participation in the assessment process keeps
them alert, helps them to be active listeners, and promotes their higher order
thinking skills.
(Form1)
Criteria | Status |
Locates the Noble Prize winner website | | |
Chooses a prize category | | |
Chooses a prize winner | | |
Does research about the person on other websites and in books | | |
Copies useful texts into a Word Document | | |
Prints and read the document and underline useful parts | | |
Prints a photo of the person and draw diagrams | | |
Makes notes like the example in the Students’ book | | |
Uses notes to write a paragraph | | |
Makes 2 drafts | | |
Revises and edits own and peer work | | |
Produces a presentable work | | |
Displays work well | | |
Listens attentively | | |
Takes part in group discussion | | |
Offers praise and constructive feedback to others | | |
Offers suggestions and ideas that connect with the ideas of others | | |
Asks questions | | |
Presents work effectively | | |
Uses effective language | | |
a.Uses appropriate intonation patterns | | |
b.Uses appropriate body language | | |
c.l Makes eye contact | | |
d. Answers questions from other students with relevant information | | |
Meets deadlines | | |
Accepts feedback positively | | |
(Form2)
Criteria | Names of students |
Locates the Noble Prize winner website | | | |
Chooses a prize category | | | |
Chooses a prize winner | | | |
Does research about the person on other websites and in books | | | |
Copies useful texts into a Word Document | | | |
Prints and read the document and underline useful parts | | | |
Prints a photo of the person and draw diagrams | | | |
Makes notes like the example in the Students’ book | | | |
Uses notes to write a paragraph | | | |
Makes 2 drafts | | | |
Revises and edits own and peer work | | | |
Produces a presentable work | | | |
Displays work well | | | |
Listens attentively | | | |
Takes part in group discussion | | | |
Offers praise and constructive feedback to others | | | |
Offers suggestions and ideas that connect with the ideas of others | | | |
Asks questions | | | |
Presents work effectively | | | |
Uses effective language | | | |
Uses appropriate intonation patterns | | | |
Uses appropriate body language | | | |
Makes eye contact | | | |
Answers questions from other students with relevant information | | | |
Meets deadlines | | | |
Accepts feedback positively | | | |
Report & Poster Rubric
☺ Level→ Criteria↓ | 4 4points for each↓ | 3 3points for each↓ | 2 2points for each↓ | 1 1point for each↓ |
Internet Use | Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. | Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. | Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. | Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. |
Sources | All sources (information and graphics) are accurately documented in the desired format. | All sources (information and graphics) are accurately documented, but a few are not in the desired format. | All sources (information and graphics) are accurately documented, but many are not in the desired format. | Some sources are not accurately documented. |
Notes | Notes are recorded and organized in an extremely neat and orderly fashion. | Notes are recorded legibly and are somewhat organized. | Notes are recorded. | Notes are recorded only with peer/teacher assistance and reminders. |
Outline | Outline has been completed. | Outline has been nearly completed. | Outline has been started. | Outline has not been attempted. |
First Draft | Detailed draft is neatly presented and includes all required information. | Draft includes all required information and is legible. | Draft includes most required information and is legible. | Draft is missing required information and is difficult to read. |
Amount of Information | Information covers the topic | One point is missing | Two points are missing | Information is irrelevant |
Quality of Information | Information clearly relates to the main topic. | Information clearly relates to the main topic. | Information clearly relates to the main topic. | Information has little or nothing to do with the main topic. |
Paragraph Construction | Paragraph includes all required information. Structure is correct | Paragraph includes Most required information. Structure is correct | Paragraph includes related information but is typically not constructed well. | Paragraph structure is not clear and sentences are not typically related within the paragraph. |
Vocabulary | Vocabulary varied, supporting details vivid | Uses 1-2 words that are inappropriate for the topic. | Uses 3-4 words that are inappropriate for the topic. | Uses several (5 or more) words or phrases that are not understood by the audience. |
Mechanics | No grammatical, spelling or punctuation errors. | Almost no grammatical, spelling or punctuation errors | A few grammatical spelling or punctuation errors. | Many grammatical, spelling, or punctuation errors. |
Photo and layout | Photo and layout are neat. | Photo is not very clear but layout is neat | Photo is not clear but layout is neat | Photo is not clear and layout is not neat. |
Display | Very effective | Effective | Not organized | Distorted |
Timelines | Meets timelines always | Rarely late | Sometimes late | Always late |
| 4x----=----- | 3x----=----- | 2x----=----- | 1x----=----- |
Total: |
Presentation Rubric:
☺ Level→ Criteria↓ | 4 4 points for each↓ | 3 3 points for each↓ | 2 2 points for each↓ | 1 1 point for each↓ |
Preparedness | Student is completely prepared and has obviously rehearsed. | Student seems pretty prepared but might have needed a couple more rehearsals. | The student is somewhat prepared, but it is clear that rehearsal was lacking. | Student does not seem at all prepared to present. |
Speaks Clearly | Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. | Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. | Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. | Often mumbles or can not be understood OR mispronounces more than one word. |
Volume and pitch | Volume is loud enough to be heard by all audience members throughout the presentation. | Volume is loud enough to be heard by all audience members at least 90% of the time. | Volume is loud enough to be heard by all audience members at least 80% of the time. | Volume often too soft to be heard by all audience members. |
Posture and Eye Contact | Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. | Stands up straight and establishes eye contact with everyone in the room during the presentation. | Sometimes stands up straight and establishes eye contact. | Slouches and/or does not look at people during the presentation. |
Stays on Topic | Stays on topic all (100%) of the time. | Stays on topic most (99-90%) of the time. | Stays on topic some (89%-75%) of the time. | It was hard to tell what the topic was. |
Content | Shows a full understanding of the topic. | Shows a good understanding of the topic. | Shows a good understanding of parts of the topic. | Does not seem to understand the topic very well. |
Uses Complete Sentences | Always (99-100% of time) speaks in complete sentences. | Mostly (80-98%) speaks in complete sentences. | Sometimes (70-80%) speaks in complete sentences. | Rarely speaks in complete sentences. |
Comprehension | Student is able to accurately answer almost all questions posed by classmates about the topic. | Student is able to accurately answer most questions posed by classmates about the topic. | Student is able to accurately answer a few questions posed by classmates about the topic. | Student is unable to accurately answer questions posed by classmates about the topic. |
Listens to Other Presentations | Listens intently. Does not make distracting noises or movements. | Listens intently but has one distracting noise or movement. | Sometimes does not appear to be listening but is not distracting. | Sometimes does not appear to be listening and has distracting noises or movements. |
Collaboration with Peers | Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. | Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. | Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. | Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. |
Evaluates Peers | Fills out peer evaluation completely and always gives scores based on the work rather than other factors (e.g., person is a close friend). | Fills out almost all of the peer evaluation and always gives scores based on the work rather than other factors (e.g., person is a close friend). | Fills out most of the peer evaluation and always gives scores based on the work rather than other factors (e.g., person is a close friend). | Fills out most of the peer evaluation but scoring appears to be biased |
Time-Limit | Presentation is 5-6 minutes long. | Presentation is 4 minutes long. | Presentation is 3 minutes long. | Presentation is less than 3 minutes OR more than 6 minutes. |
| 4x----=----- | 3x----=----- | 2x----=----- | 1x----=----- |
Total: |
Step5: Inform students of the criteria against w
hich their work will be evaluated.
Set timelines
Step6: Provide examples of the desired levels
of performance. And explain.
Look at the attached examples.
Use them or similar
Ones to clarify the scoring method.
7-Implement the task.
8-Apply the assessment tool.
9-Review the assessment data and e
valuate each student's level of performance.
10-Report the results of the evaluation to
students and parents
Linda B. Buck
The Nobel Prize in Physiology or Medicine 2004
"for their discoveries of odorant receptors
and the organization of the olfactory system"
She was born in 1947 in Seattle, Washington, a city surrounded by mountains, forests,
and the sea. Her mother was the daughter of Swedish immigrants who had come to the
US in the late nineteenth century while her father's family had Irish roots on one side
and ancestors extending back to the American Revolution on the other. She was
the second of three children, all girls. She received her undergraduate education at
the University of Washington, which was only a few miles from her home. She
had always wanted to have a career in which she would help others, so she initially
decided to major in psychology, thinking that she would become a psychotherapist.
Over time, her interests expanded and she entertained a variety of different career
possibilities. She finally found her direction when she took a course in immunology,
which she found fascinating, she would be a biologist. In 1975, she began graduate
school in the Microbiology Department at the University of Texas Medical Center
in Dallas. In 1980, she moved to Columbia University in New York City to do
postdoctoral work in immunology with Benvenuto Pernis. Then , she moved to
the laboratory of Richard Axel at Columbia University. In 1988, she embarked
on a search for odorant receptors, staying on in Richard's lab for this purpose.
In 1991, she and Richard Axel published the identification of odorant receptors.
In 1991, she departed for Boston to be an assistant professor in the Neurobiology
Department at Harvard Medical School.In 2002, she returned to Seattle to be a
member of the Division of Basic Sciences at Fred Hutchinson Cancer Research
Center and Affiliate Professor of Physiology and Biophysics at the University of
Washington.Linda Buck's laboratory is studying how the brain translates myriad
environmental chemicals into odor perceptions and behaviors. They are also
exploring the mechanisms that control aging and life span.
Naguib Mahfouz
He was born in cairo in 1911, Naguib Mahfouz
began writing when he was seventeen.
His first novel was published in 1939
From the books that he did (Between-the-Palaces,
Palace of Longing, Sugarhouse) this books
made him famous in the Arab world in (1959),
he began writing again. Half of his novels
have been made into films.
Born in Cairo in 1911, Naguib Mahfouz began writing when he was seventeen.
His first novel was published in 1939 and ten more were written before the
Egyptian Revolution of July 1952, when he stopped writing for several years.
One novel was republished in 1953, however, and the appearance of the
Cairo Triology, Bayn al Qasrayn, Qasr al Shawq, Sukkariya (Between-the-Palaces
, Palace of Longing, Sugarhouse) in 1957 made him famous throughout the
Arab world as a depictor of traditional urban life. With The Children of
Gebelawi (1959), he began writing again, in a new vein that frequently
concealed political judgements under allegory and symbolism. Works
of this second period include the novels, The Thief and the Dogs (1961),
Autumn Quail (1962), Small Talk on the Nile (1966), and Miramar (1967),
as well as several collections of short stories.
Until 1972, Mahfouz was employed as a civil servant, first in the Ministry of
Mortmain Endowments, then as Director of Censorship in the Bureau of Art,
as Director of the Foundation for the Support of the Cinema, and, finally,
as consultant on Cultural Affairs to the Ministry of Culture. The years since
his retirement from the Egyptian bureaucracy have seen an outburst of
further creativity, much of it experimental. He is now the author of no fewer
than thirty novels, more than a hundred short stories, and more than two
hundred articles. Half of his novels have been made into films which have
circulated throughout the Arabic-speaking world. In Egypt, each new
publication is regarded as a major cultural event and his name is inevitabl
among the first mentioned in any literary discussion from Gibraltar to the Gulf.