CELT-S Module 8 – Portfolio task template

Module 8 – Assessing language learning

Portfolio task – Plan, teach and evaluate a writing activity.
Task focus – Learner-centred evaluation; self-/peer-assessment of a writing activity; using a
self-/peer-assessment checklist.
Date March 21st, 2019
Name of teacher
Name of trainer

Part 1 – Before you teach the lesson

Provide details of the writing activity and your class.
Description of writing Students will write about likes and dislikes using the words
activity Like/love & don’t like/hate. This is one of the last activities of this
subject. It is a free activity since we have been dealing with these
words for two weeks already.
Reason for choosing I chose this activity to evaluate how much they have improved in
this writing activity this topic of likes and dislikes. We are almost about to finish with it
and I want to make sure they’re able to write at least the most basic
things about it.
Description of the self- I chose one checklist I found in Internet because I thought it would
/peer-assessment be pretty useful for what I want to do. Since I don’t have much time
checklist to be creating my materials, I pend a lot of extra resources I can
get from the Internet.
This list has two columns and Students will work it out in pairs for
self-editing and peer-editing.
Class Number of learners 16 Level 3 Age 14
Learners will practise writing. Learners will practise assessing their
Aim for learners
writing.

Lesson Procedure – Write the procedures you will follow for each stage of the lesson.
Aim: Why you are doing Procedure: What you and the learners
Stage/Task
the task will do
I will show them main chart which
contains a few pictures that we used a
week ago talking about likes and dislikes.
I will ask them if they remember what the
pictures are about. I will also invite them
to make a few oral statements related to
To get learners interested the topic. Example: Albert likes eating
Lead-in task in the topic and motivated hamburgers. Alice doesn’t like eating
to do the task salads.
I will ask one or two students to pass to
the board and write something similar but
now using love/hate. I will ask my learners
if they remember the difference among all
these words.
I will consider giving feedback if needed.
Using the examples of the previous exercise I
To help learners complete will explain to my learners that I only want
Review language them to use the expression like/don’t like and
the writing task
hate/ love + “ing” form.

To help learners develop
Writing activity
writing skills
To help learners to assess
Self-/peer- their own or their peer’s
assessment writing using a self-/peer-
assessment checklist
To provide feedback to
Post-assessment
learners on their writing
Portfolio task template
I will ask them to remember the previous oral
exercises we did in class and I will tell them
that the difference now is that they are going
to write about their own likes and dislikes.
Using the main chart in the previous exercise I
will tell them that they can include some of
these activities (the ones that appear in the
pictures inside the chart) or if they remember
others they can use them as well.
They have one example in their copies so
they have a model to follow in case they don’t
know exactly how to do the activity.
Using this picture, I will ask them to come to
the front and write the actions of the pictures
contained in the chart.
Example:
Eating cake, eating chocolate, etc.
I will ask my learners to make groups of four
(so they can help themselves and give each
other some ideas). I will hand in a copy to
each of my learners and I will ask them to
write simple ideas. I will ask them not to
complicate their lives trying to write difficult
things. I will ask them to keep it as simple as
possible and I will be monitoring their activity
while their writing. I will give them, 25 minutes
to perform the activity.
I will leave the main chart projected so they
don’t get stressed about remembering ideas.
Since this is a 3rd grade I know they don’t
need much help because this is an easy
practice but still I’ll be careful not to make
them feel bad.
I will ask them to pair with the classmate they
have on their hand-right side and I will give
them two copies of the checklist for their self
and peer assessment. Once they have their
copies I will display the same image on the
board using our projector to explain how they
are going to complete it.
I will explain to them that they will take turns
completing them. I will explain to them that
they will first complete the self-assessment (5
min) when they’re done they will exchange
their copies and they will complete their
classmates’ copies. (5 more min). Once
they’re done they will give me their completed
assessments.
I will take a few of the copies I collected
and without saying any names I will
address any possible mistakes I see on
the papers. I will also ask them to mention
common errors they think they made in
their papers.
 Portfolio task template

Interaction patterns – Tick () to show how learners will work at each stage.
Stage Whole class Pairs Groups Individual
Lead-in 
Review language  
Writing task 
Self-/peer-assessment 
Post-assessment 

Part 2 – After you have taught the lesson

Complete the self-evaluation and the checklist of evidence to submit.
When did you teach the lesson? March 22nd.
What went well? Most of my students were engaged in the activity and
they really liked working in small groups, because
that made them feel more support. They were able to
ask each other for ideas and for the correct spelling
of words.
They also worked faster that way.
What didn’t go well? Some students (4) were complaining a lof about the
activity saying they didn’t understand anything. They
simply didn’t want to work on that activity, at the end
they said that they find writing so boring.
How can you improve on the way I think, will create my own lists but I would like to try
you use self-/peer-assessment involving students in the ideas we could write in those
checklists in future lessons? lists. I believe that way they would feel more
integrated and more engaged in that part of the
activity.
Self-/peer-assessment
Self-/peer-assessment
Evidence submitted ()  checklists (at least 2) 
checklist
completed by learners
Completed portfolio task
Writing activity  
template

Part 3 – Evaluation criteria (Trainers complete this for the work submitted.)
The teacher has /R/X Trainer comment
selected a writing activity relevant to their
context and the needs of a chosen class
provided a realistic reason for selecting the
activity for this class
designed an appropriate self-/peer-
assessment checklist for learners to use
prepared an appropriate lead-in for the
activity and planned appropriate procedures
for this lead-in
planned appropriate procedures for reviewing
language before the writing activity
planned appropriate procedures for the
writing activity
planned appropriate procedures for using the
self-/peer-assessment checklist
planned appropriate procedures for providing
learners with feedback on their writing
planned appropriate interaction patterns for
the different lesson stages

Cambridge English CELT-S | Module 8 | Portfolio task | © UCLES 2016 3

 Portfolio task template

recorded that the writing activity and the self-

/peer-assessment checklist were used with
the chosen class
considered, after using it, the benefits and
challenges of using a self-/peer-assessment
checklist with the chosen class
identified action points for using a self-/peer-
assessment checklist in the future
submitted for evaluation: the writing activity,
the self-/peer-assessment checklist, self-
/peer-assessment checklists (at least 2)
completed by learners and the portfolio task
template with all parts completed