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Portfolio Task 1 Deadline 13th April 2016

Effective assessment requires a clearly defined purpose. As a teacher, 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 framework provided.
Knowledge of names of the body parts (eyes, head, ears, hand, leg,
What am I aiming
fingers, teeth, feet, tongue); pronunciation; communication
to assess?

What do my pupils
need to know?

Names of the body parts (eyes, head, ears, hand, leg, fingers, teeth,
feet, tongue), structures: how many ___ has it got? structure, it
has got (number) ___ (body part), What colour is/are___?; numbers 110, colours (pink, green, blue, yellow, brown, orange, white); names
of clothes (T-shirt, shorts, trousers, boots)

What prerequisite
skills do my pupils
need to have? (you
are not assessing
At what level do
my pupils need to
perform? (with
reference to the
requirements of the
Will it the same
level of
performance be
required of all my
pupils? (Consider
criteria for: all, most,
som0 pupils;
differentiate up and
What type of
knowledge is being
(reasoning, memory,
or process)
What are the exact
criteria for this
assessment task?
(be specific and refer
to the aim)

how many ___ has it got? structure; question and answer formation;
knowledge of colours and names of clothing; filling in the worksheets
that involve self-assessment;

How will I score the


As this task includes elements of self-assessment, after finishing the

task, students can compare their pictures and they can assess
themselves and give themselves the score based on the worksheet. T
chooses two or three pairs to assess. During the observation of pair

They need to work co-operatively to find out at least five differences

between the pictures they are given; the pronunciation need to be
acceptable (without comprehension difficulties)

All children should know the names of the body parts and
ask&answer questions to find out at least five differences between
two pictures.
Most children should know the names of the body parts, clothes,
colours and ask&answer questions (without long pauses) to find out
at least five differences between two pictures.
Some children should identify at least five differences between two
pictures with a teachers or peers support.


The student should be able to communicate effectively during the

pair work to identify the differences between two pictures; to
articulate the questions and answers at the acceptable level to be
understood; to use the vocabulary connected with body parts
accurately; to fill in the worksheet that includes elements of selfassessment

How will I give


works, T makes notes focusing on effectiveness of the

communication, fluency and pronunciation and usage of new
T gives general feedback to the whole group and the private
feedback to each observed pair later in a form of a short letter. This
letter may include congratulations connected with the carrying out
the task and giving the information on areas that can be improved. T
also can ask how the students liked the task and whether they found
it difficult or not. Ss should bring their answers also in the form of a
short letter.


Before the lesson T prepares two pictures of monsters (appendix 1) that differ (the first
monster: three eyes, one ear, orange tongue one tooth, two hands, four legs and a pink T-shirt
whereas the second monster: one eye, two teeth, two ears, orange tongue, four hands, two
legs, blue T-shirt)

T divides the students into pairs and gives them two pictures and tells that they show a
monster (each child gets a different picture). T tells that they cannot look at them yet and the
pictures have to be upside down. T points out that each student has a different picture and
cannot look at the picture of his/her peer.

T chooses one of the students (a good idea is to choose the strongest one) to demonstrate the
task. They together show how to identify the differences between two pictures (e.g. T asks a
student about his monster: how many heads has it got? And a student looks at his picture and
answers: It has got two heads. And then a student asks a questions etc. After the
demonstration, T shows the two pictures that were used so that the rest of the students can
compare them.

T also presents a worksheet that includes some elements of self-assessment (appendix 2) and
tells children that when they find out some differences between their pictures they have to
write them down.

T tells about the time limit to complete the task (15 minutes) and asks some questions to
check the understanding: Can you show your picture to the friend? How many minutes do
you have to finish the task? Do you have to fill in the worksheets while speaking? Students in
pairs start their speaking task. T focuses on two/three pairs to observe them more carefully
and assess.

Students finish their task. They show their pictures to each other and can assess how they did
the task and they can fill in a score they achieved.

T gives a very general oral feedback to the whole group - what were the stronger and weaker
sides of their performance and also he/she gives the private small feedback letters to the pairs
that were closely observed.

My monster has got:

Differences between our monsters

My friends monster has got:



How many differences did you find? ______

How did you perform? (circle)
Signature: ___________
Date: _______________