ENGLISH ASSESSMENT TOOLS Gonzalo Cabrera

English Lesson
The Family and the Society
SELF-ASSESSMENT 1
Students Name __________________________ Level __________ Date ___________
Dear student.
This is an assessment tool to measure the task development about a video discussion on line done by you. It
is based on your responsibility to work with the given data.
!IT"!I#
$"S N%
!esearch on the given website in an online document
&se the given document with the link on the page to
make the analysis.
#naly'e the (amily importance according to the video
pro)ection.
*ake comments about the importance o( the (amily in
the society using in a map.
&se the re+uired time to work in class.
ENGLISH ASSESSMENT TOOLS Gonzalo Cabrera
English Lesson
The Family and the Society
SELF-ASSESSMENT 2
Students Name __________________________ Level __________ Date ___________
Dear student.
CATEGORY
!IT"!I#
,%INTS
5 4 3 2 1
Listing
!ank a list o(
the (amily
values
according to
the given
document
!ank a list o(
some o( the
(amily values
(rom the
given
document
!ank a list
o( (amily
values (rom
an on line
document
!ank a list
o( some
(amily
values
(rom an
on line
document
Do not rank
a list o( the
(amily
values.
&sage o( the anecdote
record
&se an
anecdote
record (or
your
comments
about the
given data.
&se an
anecdote
record (or
some
comments
about the
given data.
&se an
anecdote
record (or
(ew
comments
about the
given data.
&se an
anecdote
record (or
your
comments
about the
topic.
Do not use
an anecdote
record (or
your
comments
%riginality
Demonstrate
great
originality on
the value
ranking in
the anecdote
record.
Demonstrate
seldom
originality on
the value
ranking in
the anecdote
record.
Demonstrate
little
originality on
the value
ranking in
the
anecdote
record.
*ake the
value
ranking in
the
anecdote
record.
Do not
demonstrate
originality
on the value
ranking in
the
anecdote
record.
T%T#L
This is an assessment tool to measure the task development about a list on the anecdote record about some
reading selection given on montage.
ENGLISH ASSESSMENT TOOLS Gonzalo Cabrera
English Lesson
The Family and the Society
PEER EVALUATIN !
Students Name __________________________ Level __________ Date ___________
Dear student.
This is an assessment tool to measure the task development about a document creation using the
technological tools to show the importance o( the (amily in the society.
#T"-%!$
CRITERIA
POINTS
. / 0 1
,reparedness
,reparedness o( a
document on a
technological tool
about the
importance o(
(amily in the actual
society in group o(
three.
,reparedness o(
a document on a
technological tool
about the
importance o(
(amily in the
actual society.
,reparedness
o( a document
on a
technological
tool about the
(amily in group
o( three.
Do no prepare a
document on a
technological
tool about the
importance o(
(amily in the
actual society.
*anual &sage
reate a
document about
the importance o(
the (amily in the
society (ollowing
the tool manuals.
reate a
document about
the (amily in the
society (ollowing
the tool manuals.
reate a
document about
the importance
o( the (amily in
the society
(ollowing some
details (rom the
tool manuals.
Do not create a
document about
the importance
o( the (amily in
the society
(ollowing the tool
manuals.
reativity
Demonstrate
creativity on
creating a
technological
document about
the importance o(
the (amily in the
society based on
the tool manuals.
Demonstrate
some creativity
on creating a
technological
document about
the importance o(
the (amily in the
society based on
the tool manuals.
Demonstrate
little creativity
on creating a
technological
document about
the importance
o( the (amily in
the society
based on the
tool manuals.
Do not
demonstrate
creativity on
creating a
technological
document about
the importance
o( the (amily in
the society
based on the
tool manuals.
!esponsibility
Show
responsibility
working in group
to create a
technological
document
assuming his2her
role.
Show (airly
responsibility
working in group
to create a
technological
document
assuming his2her
role.
Show little
responsibility
working in
group to create
a technological
document
assuming
his2her role.
Show no
responsibility
working in group
to create a
technological
document
assuming
his2her role.
,unctuality
Turn in the
document about
the importance o(
(amily in the
society on time.
Turn in the
document about
the importance o(
(amily in the
society in time.
Turn in the
document about
the importance
o( (amily in the
society with
delay.
Do not turn in
the document
about the
importance o(
(amily.
T%T#L
ENGLISH ASSESSMENT TOOLS Gonzalo Cabrera
English Lesson
The Family and the Society
TEA"#ER ASSESSMENT $
Students Name __________________________ Level __________ Date ___________
Dear student.
This is an assessment tool to measure the task development about a document creation using the
technological tools to show the importance o( the (amily in the society.
#T"-%!$ CRITERIA
POINTS
. / 0 1
,reparedness
,reparedness o( a
document on a
technological tool
about the
importance o(
(amily in the actual
society in group o(
three.
,reparedness o(
a document on a
technological tool
about the
importance o(
(amily in the
actual society.
,reparedness o( a
document on a
technological tool
about the (amily in
group o( three.
Do no prepare a
document on a
technological tool
about the
importance o(
(amily in the actual
society.
*anual &sage
reate a
document about
the importance o(
the (amily in the
society (ollowing
the tool manuals.
reate a
document about
the (amily in the
society (ollowing
the tool manuals.
reate a
document about
the importance o(
the (amily in the
society (ollowing
some details (rom
the tool manuals.
Do not create a
document about
the importance o(
the (amily in the
society (ollowing
the tool manuals.
reativity
Demonstrate
creativity on
creating a
technological
document about
the importance o(
the (amily in the
society based on
the tool manuals.
Demonstrate
some creativity
on creating a
technological
document about
the importance o(
the (amily in the
society based on
the tool manuals.
Demonstrate little
creativity on
creating a
technological
document about
the importance o(
the (amily in the
society based on
the tool manuals.
Do not
demonstrate
creativity on
creating a
technological
document about
the importance o(
the (amily in the
society based on
the tool manuals.
!esponsibility
Show
responsibility
working in group
to create a
technological
document
assuming his2her
role.
Show (airly
responsibility
working in group
to create a
technological
document
assuming his2her
role.
Show little
responsibility
working in group
to create a
technological
document
assuming his2her
role.
Show no
responsibility
working in group
to create a
technological
document
assuming his2her
role.
,unctuality
Turn in the
document about
the importance o(
(amily in the
society on time.
Turn in the
document about
the importance o(
(amily in the
society in time.
Turn in the
document about
the importance o(
(amily in the
society with delay.
Do not turn in the
document about
the importance o(
(amily.
T%T#L
ENGLISH ASSESSMENT TOOLS Gonzalo Cabrera
English Lesson
The Family and the Society
TEA"#ER ASSESSMENT %
Students Name __________________________ Level __________ Date ___________
Dear student. This is an assessment tool to measure the preparedness o( a group weebly document based on
the technological pro)ects
"ATE&R' $ ! 2 1
PINT
S
(ac)g*o+n
d
(ac)g*o+nd is
e,ce-tionally
att*acti.e/ consistent
ac*oss -ages/ adds to
the theme o* -+*-ose
o0 the site/ and does
not det*act 0*om
*eada1ility2
(ac)g*o+nd is
att*acti.e/ consistent
ac*oss -ages/ adds to
the theme o* -+*-ose
o0 the site/ and does
not det*act 0*om
*eada1ility2
(ac)g*o+nd is
consistent ac*oss
-ages and does
not det*act 0*om
*eada1ility2
(ac)g*o+nd
det*acts 0*om
the *eada1ility
o0 the site2
"olo*
"hoices
"olo*s o0 1ac)g*o+nd/
0onts/ +n.isited and
.isited lin)s 0o*m a
-leasing -alette/ do
not det*act 0*om the
content/ and a*e
consistent ac*oss
-ages2
"olo*s o0 1ac)g*o+nd/
0onts/ +n.isited and
.isited lin)s do not
det*act 0*om the
content/ and a*e
consistent ac*oss
-ages2
"olo*s o0
1ac)g*o+nd/
0onts/ +n.isited
and .isited lin)s
do not det*act
0*om the content2
"olo*s o0
1ac)g*o+nd/
0onts/ +n.isited
and .isited
lin)s ma)e the
content ha*d to
*ead o*
othe*3ise
dist*act the
*eade*2
Fonts
The 0onts a*e
consistent/ easy to
*ead and -oint si4e
.a*ies a--*o-*iately
0o* headings and te,t2
Use o0 0ont styles
5italic/ 1old/ +nde*line6
is +sed consistently
and im-*o.es
*eada1ility2
The 0onts a*e
consistent/ easy to
*ead and -oint si4e
.a*ies a--*o-*iately
0o* headings and te,t2
The 0onts a*e
consistent and
-oint si4e .a*ies
a--*o-*iately 0o*
headings and
te,t2
A 3ide .a*iety
o0 0onts/ styles
and -oint si4es
3as +sed2
Lin)s
5content6
All lin)s -oint to high
7+ality/ +--to-date/
c*edi1le sites2
Almost all lin)s -oint
to high 7+ality/ +--to-
date/ c*edi1le sites2
Most lin)s -oint
to high 7+ality/
+--to-date/
c*edi1le sites2
Less than !8$ o0
the lin)s -oint
to high 7+ality/
+--to-date/
c*edi1le sites2
Na.igation
Lin)s 0o* na.igation
a*e clea*ly la1eled/
consistently -laced/
allo3 the *eade* to
easily mo.e 0*om a
-age to *elated -ages
50o*3a*d and 1ac)6/
and ta)e the *eade*
3he*e s8he e,-ects to
go2 A +se* does not
1ecome lost2
Lin)s 0o* na.igation
a*e clea*ly la1eled/
allo3 the *eade* to
easily mo.e 0*om a
-age to *elated -ages
50o*3a*d and 1ac)6/
and inte*nal lin)s ta)e
the *eade* 3he*e s8he
e,-ects to go2 A +se*
*a*ely 1ecomes lost2
Lin)s 0o*
na.igation ta)e
the *eade* 3he*e
s8he e,-ects to
go/ 1+t some
needed lin)s
seem to 1e
missing2 A +se*
sometimes gets
lost2
Some lin)s do
not ta)e the
*eade* to the
sites desc*i1ed2
A +se* ty-ically
0eels lost2
ENGLISH ASSESSMENT TOOLS Gonzalo Cabrera
"ontent
Acc+*acy
All in0o*mation
-*o.ided 1y the
st+dent on the 9e1
site is acc+*ate and all
the *e7+i*ements o0
the assignment ha.e
1een met2
Almost all the
in0o*mation -*o.ided
1y the st+dent on the
9e1 site is acc+*ate
and all *e7+i*ements
o0 the assignment
ha.e 1een met2
Almost all o0 the
in0o*mation
-*o.ided 1y the
st+dent on the
9e1 site is
acc+*ate and
almost all o0 the
*e7+i*ements
ha.e 1een met2
The*e a*e
se.e*al
inacc+*acies in
the content
-*o.ided 1y the
st+dents R
many o0 the
*e7+i*ements
3e*e not met2
9o*) Ethic
St+dent al3ays +ses
class*oom -*o:ect time
3ell2 "on.e*sations
a*e -*ima*ily 0oc+sed
on the -*o:ect and
things needed to get
the 3o*) done and a*e
held in a manne* that
ty-ically does not
dis*+-t othe*s2
St+dent +s+ally +ses
class*oom -*o:ect time
3ell2 Most
con.e*sations a*e
0oc+sed on the -*o:ect
and things needed to
get the 3o*) done and
a*e held in a manne*
that ty-ically does not
dis*+-t othe*s2
St+dent +s+ally
+ses class*oom
-*o:ect time 3ell/
1+t occasionally
dist*acts othe*s
0*om thei* 3o*)2
St+dent does
not +se
class*oom
-*o:ect time
3ell R
ty-ically is
dis*+-ti.e to
the 3o*) o0
othe*s2
S-elling
and
&*amma*
The*e a*e no e**o*s in
s-elling/ -+nct+ation
o* g*amma* in the
;nal d*a0t o0 the 9e1
site2
The*e a*e 1-! e**o*s in
s-elling/ -+nct+ation
o* g*amma* in the
;nal d*a0t o0 the 9e1
site2
The*e a*e $-%
e**o*s in s-elling/
-+nct+ation o*
g*amma* in the
;nal d*a0t o0 the
9e1 site2
The*e a*e mo*e
than % e**o*s in
s-elling/
-+nct+ation o*
g*amma* in the
;nal d*a0t o0 the
9e1 site2
Inte*est
The a+tho* has made
an e,ce-tional
attem-t to ma)e the
content o0 this 9e1
site inte*esting to the
-eo-le 0o* 3hom it is
intended2
The a+tho* has t*ied
to ma)e the content o0
this 9e1 site
inte*esting to the
-eo-le 0o* 3hom it is
intended2
The a+tho* has
-+t lots o0
in0o*mation in
the 9e1 site 1+t
the*e is little
e.idence that
the -e*son t*ied
to -*esent the
in0o*mation in an
inte*esting 3ay2
The a+tho* has
-*o.ided only
the minim+m
amo+nt o0
in0o*mation and
has not
t*ans0o*med
the in0o*mation
to ma)e it mo*e
inte*esting to
the a+dience
5e2g2/ has only
-*o.ided a list
o0 lin)s to the
content o0
othe*s62
"oo-e*ati.
e 9o*)
Pa*tne*s sho3 *es-ect
0o* one anothe*<=s
ideas/ di.ide the 3o*)
0ai*ly/ and sho3 a
commitment to 7+ality
3o*) and s+--o*t 0o*
each othe*2
Pa*tne*s sho3 *es-ect
0o* one anothe*<=s
ideas and di.ide the
3o*) 0ai*ly2 The*e is
commitment 1y some
mem1e*s to3a*d
7+ality 3o*) and
s+--o*t o0 one
anothe*2
Pa*tne*s sho3
*es-ect 0o* one
anothe*<=s ideas
and di.ide the
3o*) 0ai*ly2 The*e
is little e.idence
o0 a commitment
to3a*d 7+ality
3o*) in the
g*o+-2
Pa*tne*s a*g+e
o* a*e
dis*e-ect0+l o0
othe*<=s ideas
and in-+t2
"*iticism is not
const*+cti.e
no* is s+--o*t
o>e*ed2 The
3o*) is mostly
done 1y one o*
t3o -eo-le2
TTAL
ENGLISH ASSESSMENT TOOLS Gonzalo Cabrera