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PORTFOLIO TASK ONE: AN ASSESSMENT TASK FOR SPEAKING

1

Effective assessment requires a clearly defined purpose. Thus, 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 frame provided below, based on Stiggins, 1994. The
task is due on Wednesday 1st April. Please make sure that you attach all
materials necessary for learners to complete the task.
What am I trying to
Purpose: achievement test (after completing a part of the
Food Unit).
assess?
Speaking about favorite food and/or drinks (likes and
dislikes).
What do my pupils
need to know?

Sentence construction in the English language
(affirmative, negative, interrogative);
Present Simple tense;
essential vocabulary (nouns and adjectives related to the
topic);
knowledge of rules of communication (turn taking,
pauses etc).

What prerequisite
skills do my pupils
need to have?

Language skills: listening and reading (receptive);
speaking and writing (productive).

At what level do my
pupils need to
perform?

Learning strategies: planning (sequencing ideas, defining
key words/phrases), monitoring (thinking when
speaking), note-taking (putting down key words/phrases),
summarizing (saying the main idea), imagery
(visualization of what is being said), auditory
representation (mentally replaying what is being said),
questioning for clarification (getting additional
explanation), cooperation (working with peers).
Academic language functions: informing, ordering,
description, justification and persuasion, evaluation
(stating reasons for judgement).
Students need to perform the task according to their
learning level.
Pairing up students with different abilities.

Will it the same level
of performance be
required of all my
pupils?

Differentiation of instruction and performance is
expected.

What type of
knowledge is being
assessed: reasoning,
memory, or process?

Reasoning – students apply logic in the processes of
planning (structuring ideas) and presentation
(description and justification).
Memory – students recreate what is stored in memory
(based on their classmates’ responses).
Students competently use the vocabulary items from the
topic “Good Food Guide”.

What are the exact
criteria for this

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w ramach Europejskiego Funduszu Społecznego

assessment task?
How will I score the
assessment?

Students present clear and unambiguous statements
about their favorite types of food and/or drinks.
An assessment rubric is designed where students get
scores in accordance with their performance.
Reporting:
 relevance _______ out of 5 (what is being said is
directly connected with the given topic)
 vocabulary _______ out of 5 (students use a wide range
of previously learned words and expressions)
Final grade _______ out of 10

How will I give
feedback?

Feedback is given according to the 2:1 principle.
Students get verbal feedback.

Procedure (make a detailed list of how to implement the task; the list needs to be
comprehensive for another teacher to be able to implement the task without
discussing it with you):
The assessment task is created for 3rd/4th graders.
Topic: “My favorite food and/or drinks”.
Objective: students will talk about their favourite food and/or drinks using the
vocabulary items from the unit “Good Food Guide”.
The task is based on the pairwork. Students are to create a short dialogue (10-15
lines) with a partner, tell them and ask them about their favorite kinds of food
and drinks (10-15 min.) They write down their thoughts.
Next step is the dialogue presentation. Pairs of students present their dialogues
one by one.
Students are provided with the schemes that they should use in their dialogues:

I like________ because________
I do not like________
because________

What kind of food do you
like?
Why do you
like_________?

The teacher assesses their students’ performance using the assessment rubric:
Realizatorzy projektu:

Projekt „Nauczanie Dwujęzyczne. Studia drugiego stopnia w języku angielskim” współfinansowany przez Unię Europejską
w ramach Europejskiego Funduszu Społecznego

1
Beginning
rare use of
vocabulary
items (0-1)

2
Emerging
sometimes
(2-3)

3
Satisfacto
ry
often
(4-6)

4
Capable
more
frequently
(7-10)

5
Proficient
more than
10
vocabulary
items

Relevance
Vocabulary
Final grade:______/10
Notes:
Adapted from Scholastic.com

The teacher has this checklist for each student, adding comments where
necessary.
The teacher gives feedback on how students have performed while meeting with
each student individually. Common questions to be answered by the teacher
before giving verbal feedback are:
- Did my students meet the objective of the assessment task?
- How well did the cooperation between the two students work out? If not
well, what kinds of problems were indicated?
- Was talking time equally divided between the students within the pairs?
- How did they express their ideas (clear statements, original ideas,
repetition of thoughts)?
- Did they use the target vocabulary frequently? How many items?
- Did they repeat the same expressions?
Feedback should be based on the 2:1 principle when the teacher first states two
things a student coped well with, and then points out a part for him/her to work
on.

Realizatorzy projektu:

Projekt „Nauczanie Dwujęzyczne. Studia drugiego stopnia w języku angielskim” współfinansowany przez Unię Europejską
w ramach Europejskiego Funduszu Społecznego

From the coursebook Macmillan Gateway A2 Student’s Book.
Unit 5 Good Food Guide.
Vocabulary
FoodDrinksContainersapple
banana
beans
biscuit
burger
butter
cake
cheese
chicken
chips
egg
fishgrape
ice cream
lemon
meat
melon
nuts
pizza
rice
salad
salt
strawberry
sugar
tomatocoffee
hot chocolate
lemonade
milk
milkshake
mineral water
(orange) juice
teaa bottle of water
a can of cola
a carton of juice
a cup of coffee
a glass of milk
a packet of biscuits
a slice of pizza

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