Using Alternative Assessment Tasks

Alternative Assessment Task
Student ages: Language level: Form: Coursebooks: Purpose of assessment:	14-15 Intermediate 9 1)         Enterprise Intermediate. Express Publishing. 2)         Successful Writing.  Express Publishing. ·           to enable students to identify and assess components of  a composition describing a person and to score each criterion separately so that students can observe their strengths and weaknesses in writing and become more aware of how to improve their writing skills.
Steps of the procedure	Materials/equipment needed	Time needed: two forty-five minute lessons in a row (90 min)
1) Teacher explains the criteria for success in writing a composition describing a person, such as organization, content, grammar and word choice (points to consider when writing a composition describing a person are given in students’ coursebooks).	·         students’ coursebooks	10   min
2) Teacher provides students with the rubric and arranges a discussion on the criteria and grading scores: a)    Students are guided on how to use the rubric. b)    Students discuss the levels of quality and can provide their input on the criteria if they feel something important is missing or not clearly stated.	·         rubric	10   min
3) Teacher forms pairs of students so that ·         they can have more confidence while working on the new material; ·         they can learn from each other; ·         actively use English while working together on the tasks.  Teacher provides students with sample compositions, one of which is good and the other one is bad so that students can practice on models. a)    Teacher has students read Model 1 and asks students why the first model is bad. Pairs share their opinions with the class.	·         models	2 min 5 min
b)    Teacher has the pairs work on Model 2 and asks students to do the following tasks: ·         Underline the personality adjectives and the justification given. ·         Identify the paragraph which gives information about John’s daily routine. ·         Identify the paragraph in which the writer expresses his feelings about John. Students in pairs perform the tasks and then discuss their choices and answers with the class.	·         models	8 min
4) Teacher has students test the scoring rubric on the sample compositions and discuss the results. Students score the criteria in pairs and then report to the class.	·         models ·         rubric	8 min
5) Individual work.  Before having students write a composition, Teacher provides them with “Self Check” T/F statements: Students answer the statements and discuss some of them if needed.	·         handouts (“Self Check” T/F statements)	3 min
6) Teacher writes the topic of the composition on the board and explains that students are expected to write a composition describing the person who has influenced their lives the most.	·         blackboard	2 min
7) Students write a composition consulting the descriptions of each category in the rubric.	·         paper ·         rubric	40-42 min
8) Teacher collects and grades the papers using the same scoring rubric the students used to assess their work.	·         rubric ·         students’ compositions	Grades are due the next class period.
RUBRICS Name: ____________  Composition:  ________________________________________________                                                          Date: ______________ Criteria Excellent Good Poor Points: 3 points 2 points 1 point Content and ideas The main idea is clear. All details are related to the topic. The main idea is somewhat unclear. Not all details are related to the topic. The main idea is unclear. There are a lot of details which are not topic-related. Organization The composition is well-structured. Justifications and examples are provided. The ideas are in a logical order. The composition is well-structured but some justifications or examples are missing. Almost all ideas are in a logical order. The composition is poorly-structured. The statements are not justified. There is no logical order in organizing ideas. Vocabulary and transition words Word choice is excellent. Descriptive vocabulary, a wide range of linking words and structures are used. Word choice is good. There are a few incorrect, repeated or unnecessary words. There are some linking words and structures. Vocabulary is limited. There are frequent errors in word choice. There are no liking words. Grammar, spelling and punctuation The composition is completely error-free. Relative clauses are widely used. Words are capitalized correctly. Sentences are punctuated correctly. There are minor errors in tenses, endings, agreement. Language is sometimes used inappropriately. Some sentences are punctuated incorrectly. There are numerous grammar, spelling and punctuation errors which make the author’s ideas hidden and unclear.  Some sentences are incomplete. Language is used inappropriately. Total score:   ________/12