Running head: DESIGN A THEMATIC UNIT

Design a Thematic, Interdisciplinary Unit: Part 2

Roxana Shirazi
American College of Education

Design a Thematic, Interdisciplinary Unit: Part 2

Formative Assessment

Design a Thematic, Interdisciplinary Unit: Part 2

Grade Level: University/Erasmus

Language Level: Advanced

Assessment Description:
The primary mode of assessment in Turkey is the formal or summative assessment, otherwise
known as assessment of learning (AOL) (z, 2014). However, z (2014) argues that the most
effective assessment is the assessment for learning (AFL) where students may monitor their
progress and receive constant feedback from English instructors. Moreover, the AFL
technique affords students varied opportunities to demonstrate their understanding of
concepts through avenues other than standardized testing.
Assessment of objectives will be based on the following: recollection, articulation,
formulation, and pronunciation. Grammar structures and vocabulary will serve as the basis of
the recollection facet. Students must be able to articulate their point of view and formulate a
new opinion. Finally, students will be assessed based on their ability to, not only properly
enunciate sentences and questions but also, utilize the correct intonation.
Following the conceptual ideology of the AFL, I will employ assessment measures that focus
on reading, speaking, and writing. These assessments will follow work completed in both
individual and group settings. Rather than award a summative score based on a final product,
students will receive a series of scores, and feedback, based on clearly defined milestones.

Assessing by Rubric
Grade Level: University/Erasmus

Language Level: Advanced

Outcome:

Performance Level: 1 Performance Level: 2 Performance Level: 3

Recollection: the
student is able to use
vocabulary in the
correct grammatical
context.

Unable to employ the

correct vocabulary
and/or grammar in a
manner consistent
with task level.

Some errors in
vocabulary but a
demonstrated
knowledge of
grammatical
structures.

Grammatical errors
are sparse. All
pertinent vocabulary
is used correctly
within applicable
contexts.

Articulation: the
student is able to
communicate their

Heavy reliance on
the use of non-verbal
and visual cues.

May be unable to
write coherently but
able to communicate

Both oral and written

components of task
are on par with

Design a Thematic, Interdisciplinary Unit: Part 2

thoughts and
experiences.

Trouble speaking or
writing.

effectively via oral or intellectual

visual channels.
requirements.

Formulation: the
student is able to
develop new ideas
and content.

Weak or no
understanding of
content; repetition of
belief held prior to
the delivery of new
content.

Slight variation from

original view but
able to successfully
communicate.

Novel approach to
new content using
new vocabulary and
while maintaining
grammatical dignity.

Pronunciation: the
student is able to
utilize the proper
stress and intonation.

Cannot properly
intone questions and
statements. Weak
understanding of
punctuation roles in
speaking.

Difficulties with
individual words
pronunciation.
Listener able to
distinguish between a
question and a
statement.

Fluent or near fluent

intonation. Solid
grasp on the oral role
of punctuation. Able
to speak and read
with appropriate
emotion.

Intervention
Grade Level: University/Erasmus

Language Level: Advanced

Objective/Outcome:

To examine the various terms used for

familial, romantic, and professional
relationships.

Activity:

Various vocabularies pertaining to

relationships will be taught. We will talk
about terms for family members, romantic
relationships, and appropriate terms for work
colleagues. Students will be randomly
assigned to groups of four. They will be
handed a worksheets prompting them to ask
about familial, romantic, and professional
relationships of each person n the group.
They will be required to construct sentences
and questions. After the allotted time has
expired, they will share ther findings.

Design a Thematic, Interdisciplinary Unit: Part 2

Intervention:

An intervention will be designed for a

student who is having difficulties with the
vocabulary or grammar. I will institute a
private session for 30 minutes where I will
invite the student for tea. It is considered
extremely rude in Turkish cultural to reject
an offer of tea, especially if the requester is
older or a superior, i.e. an Instructor.

Design a Thematic, Interdisciplinary Unit: Part 2

References
z, H. (2014). Turkish teachers practices of assessment for learning in the English as a

foreign language classroom. Journal of Language Teaching and Research 4, 775-785.

doi:10.4304/jltr.5.4.775-785

Design a Thematic, Interdisciplinary Unit: Part 2