Formative and Summative Assessments

Formative: During lessons 3, 5, 6 and 8 provide students with feedback on practice elements
that they will be incorporating into their autobiographies. Use find out questions to test
students’ comprehension of tasks and to help them to realize their successes and to solve the
answers to their mistakes so that they can incorporate the necessary changes in the final story.

Lesson 3: Test and observe students’ ability and progress to recall and fill in the required
information for dissecting a story e.g. 5 basic elements: Plot, character, conflict, theme and
setting. Autobiography aspects: Writing down memories, review notes of memories to see if
there is a theme, figure out order- past, middle, present/themes, talking to family members to
obtain stories, being descriptive, include dialogue, being honest.

Lesson 5: Provide feedback to students on their slideshows. Ask: How do you think a slide
show helps to tell the story? What do you think worked well in your slide show, what would
you change, and what aspects will you implement in your autobiography slide show that will
have a positive effect on your oral presentation?

Lesson 6:Give constructive feedback on imagery task( creating similes and metaphors) that
students will take on board an hopefully apply in final stories

Lesson 8: Ask students what strategies they used in the ‘making-words’ activity. How can
this apply in your writing? What tools could be used to help you be more descriptive in your
writing? Encourage students to respond with answers of using a thesaurus and a dictionary to
find words that will add deeper and more colourful meaning
Summative Assessments:

Story Writing : Autobiography achievement story

Teacher Name: Mr. Hawthorne


Student Name: ________________________________________

CATEGORY 4 3 2 1
Writing Process
Student devotes a lot
of time and effort to
the writing process
(prewriting, drafting,
reviewing, and
editing). Works hard
to make the story
wonderful.
Student devotes
sufficient time and
effort to the writing
process (prewriting,
drafting, reviewing,
and editing). Works
and gets the job
done.
Student devotes
some time and effort
to the writing
process but was not
very thorough. Does
enough to get by.
Student devotes little
time and effort to the
writing process.
Doesn’t seem to
care.
Neatness
The final draft of the
story is readable,
clean, neat and
attractive.
Paragraphs and
even spacing were
used. It looks like the
author took great
pride in it.
The final draft of the
story is readable,
neat and attractive.
Paragraphs and
even spacing were
used. It looks like
the author took some
pride in it.
The final draft of the
story is readable and
some of the pages
are attractive. It
looks like parts of it
might have been
done in a hurry.
The final draft is not
neat or attractive. It
looks like the student
just wanted to get it
done and didn't care
what it looked like.
Organization
The story is very well
organized. One idea
or scene follows
another in a logical
sequence with clear
transitions.
The story is pretty
well organized. One
idea or scene may
seem out of place.
Clear transitions are
used.
The story is a little
hard to follow. The
transitions are
sometimes not clear.
Ideas and scenes
seem to be randomly
arranged.
Spelling and
Punctuation
There are no spelling
or punctuation errors
in the final draft.
There is one spelling
or punctuation error
in the final draft.
There are 2-3
spelling and
punctuation errors in
the final draft.
The final draft has
more than 3 spelling
and punctuation
errors.
Requirements
All of the written
requirements
(including the theme
of writing about an
achievement or
significant event
graphics to support
story and imagery)
were met.
Almost all (about
90%) the written
requirements were
met.
Most (about 75%) of
the written
requirements were
met, but several
were not.
Many requirements
were not met.



Oral Presentation Rubric : Autobiography achievement
story piece

Teacher Name: Mr. Hawthorne


Student Name: ________________________________________

CATEGORY 4 3 2 1
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.
Props
Student uses several
props (could include
object- trophy, power
point slideshow) that
demonstrates
considerable
work/creativity and
which make the
presentation better.
Student uses 1 prop
that shows
considerable
work/creativity and
which make the
presentation better.
Student uses 1 prop
which makes the
presentation better.
The student uses no
props OR the props
chosen detract from
the presentation.
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.
Volume
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.