Final Project for Learning Evaluasi Semester 5; 2019 updated 10/11/19

TABLE OF CONTENTS: Final Project Instructionsu

Topic Page #
Key Dates 1

Objectives 2

Assignment 2

Grading 3

Presentation 3

Paper 4

Progress Reports 4

Option A: Classroom Observation Guide 5

Final Project Presentation Rubric 6

Final Project Presentation Peer Review 7

Final Project Paper Rubric 9-10

Assessment Checklist 11

KEY DATES:
Description Due Date
Progress report #1 5/11/19
Progress report #2 12/11/19
Progress report #2.1 15/11/19
Progress report #3 19/11/19
Presentation 26/11/19
Paper 3/12/19

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Final Project for Learning Evaluasi Semester 5; 2019 updated 10/11/19

Objectives of Final Project:

1. Demonstrate your understanding of the core areas of assessment: Purpose of
assessment, assessment types, alternative assessments, elements for
creating effective tests, connecting teaching to assessment.
2. Evaluate an assessment
3. Design an effective assessment

Groups:
Students will be assigned to groups of three to four members.

Assignment:

1. Evaluation of an assessment (choose Option A or Option B)

Option A – Teacher observation:

1. Arrange to work with an English language teacher or lecturer from a school or

university
2. Request a meeting to determine the teacher’s assessment and the
relationship with the class syllabus. Identify class, level, objectives and
assessment type. Obtain a copy of the assessment.
3. Observe the classroom assessment (see Option A: Teacher Observation
Guidelines)
4. Follow up with the teacher with any questions.
5. Evaluate the assessment (see Assessment Checklist)

Option B – Find an assessment:

1. Find an English language assessment in an area that interests your group to

evaluate. Potential resources include teachers, lecturers, teaching websites,
textbooks, etc.
2. Try to locate the class syllabus.
3. Identify class, level, objectives and assessment type.
4. Evaluate the assessment (see Assessment Checklist)

2. Design an assessment to replace the assessment that was evaluated in step 1

a. Match objectives to original assessment

b. Determine assessment type
c. Create the assessment
d. Determine overall effectiveness of your assessment (see Assessment
Checklist)

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Final Project for Learning Evaluasi Semester 5; 2019 updated 10/11/19

Grading:
The final project is 40% of your overall grade for the class. All group members will
receive the same grade. There are three parts to the final project:
Part Description % of Final Project
grade
1 Presentation 40%
2 Paper 50%
3 Progress Reports 10%

Presentation

Date: November 26, 2019

Length: 10 minutes total: 8 minutes for presentation of project + 2 minutes for questions
and answers. Expected time length for the presentation is 7:30 minutes to 8:15
minutes.

Participation: All group members to share in presentation on 26/11/19.

Topics to be addressed in presentation:

1. Approach to step 1 (option A or B).

a. Why did you choose option A or B?
b. Describe the course and level
c. Brief description of the assessment and objective(s)
d. Brief description of your observation (if applicable)
e. Highlights of your assessment evaluation
2. Assessment design (step 2)
a. Explain your assessment type. How did you decide which assessment
type to use?
b. What advantages does your assessment provide?
c. What limitations does your assessment have?
3. Reflection
a. What has the group learned from the project?

Format: To be determined by group. Possible options include PowerPoint, poster,

video, etc.

Peer Review: Each group listening to the presentations will complete one peer
evaluation immediately following each presentation. (See Presentation Peer Review).
The reviews will be collected and shared with the presenting group at the end of the
class. They will not be graded.

Scoring: Maximum points is 40. (see Final Presentation Project Rubric)

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Final Project for Learning Evaluasi Semester 5; 2019 updated 10/11/19

Paper:

Due date: December 3, 2019

The group paper will include:

1. Introduction
a. Provide an overview of the assignment
b. Describe the framework of your paper to help the reader understand what
to expect

2. Approach to step 1 (option A or B)

a. Why the group chose option A or B?
b. Description of your approach (meetings with teachers or the process of
locating an assessment)
c. Description of the assessment: type, purpose, objectives, class, level, etc.
d. Description of the observation
e. Description of the evaluation. Use the Assessment Checklist to guide
your description.
f. Identification and discussion of the strengths and weaknesses of the
assessment
g. Documents to be included: 1) assessment, 2) completed Assessment
Checklist #1

3. Approach to step 2 (design)

a. Explain your assessment choice
b. Highlight the design of your assessment
c. How does your assessment differ from the assessment evaluated in step
1?
d. Review your assessment by completing the Assessment Checklist.
e. What benefits does your assessment provide?
f. What limitations does your assessment have?
g. Documents to be included: 1) the assessment you designed, 2) completed
Assessment Checklist #2

4. Conclusion
a. Summarize your assignment
b. Describe the challenges and/or benefits of the assignment
c. Describe what the group has learned from the project

Scoring: Maximum points is 50. (See Final Project Paper rubric)

Format: Times New Roman 12; double-spaced

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Final Project for Learning Evaluasi Semester 5; 2019 updated 10/11/19

Project Progress Reports:

Progress report worksheets will be found on eLearning:

Progress Report # Due Date

1 5/11/19
2 12/11/19
3 19/11/19

Option A - Classroom Observation Guide:

1. Confirm observation details with the teacher/lecturer prior to class.

2. What instructions does the teacher/lecturer provide the students prior to the
assessment?

3. What questions do the students ask prior to the assessment?

4. Once the test begins, is there any teacher-student or student-student interaction?

5. How long does the test take for the students to complete?

6. What discussion takes place about the test once students have completed the test?
Does the teacher initiate a discussion? Do the students share any feedback or ask
questions?

7. Thank the teacher/lecturer after the observation is completed.

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 Final Project for Learning Evaluasi
Group Members:
Final Project Presentation Rubric
Presentation
( 1-4 points)
Provides incoherent or
irrelevant points in response
to the assignment;
Content/
connections between ideas
Organization
are difficult to follow;
confusing pattern of
organization.
Uses simple (non-academic)
or limited vocabulary that
may not fit the topic and/or
word choice often interferes
with meaning; makes
Grammar/ multiple grammatical
Vocabulary mistakes that interfere with
meaning and/or uses mainly
very simple sentences.
Struggles in fluency; makes
many pronunciation and
intonation errors that
interfere with meaning;
some first language
Fluency/
interference.
Accuracy/ Pace
Speaks in shorter or
disjointed thoughts; pace
may be too fast or slow
and/or ideas unclear and/or
with excess of pauses.
Length is too short or too
long.
Time
Management/Notes
Reads from notes
Does not maintain eye
contract with audience
Difficult to follow
Repetitive
Technology is not fully
Format
functional
Semester 5; 2019 updated 10/11/19
Comments
( 5-8 points)
Provides a somewhat
coherent and relevant
response to the prompt with
significant development of
ideas; produces a clear
pattern of organization;
some transitions are used.
Uses some academic and
topic-related vocabulary in
addition to high frequency
words; some word choice
interferes with meaning.
Uses simple, compound, and
complex sentences and a
range of verb tenses; makes
a few grammatical mistakes
that interfere with meaning.
Speaks with high- moderate
fluency; makes only a few
pronunciation and
intonation errors that
interfere with meaning; very
little first language
interference.
Speaks in long thoughts with
a good pace, clear ideas, and
some pauses.
Length meets expectations
per assignment.
Glances at notes
Does not read notes
Easy to understand
Maintains audience
attention
Technology is fully
functional
Total /40 points
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 Final Project for Learning Evaluasi Semester 5; 2019 updated 10/11/19

Presentation Peer Review - Presentation Group: ___________________________________________

Area Expectations Comments

Content & Organization Relates to assigned topic
Clear and connected ideas

Grammar/Vocabulary Uses topic-related vocabulary

Minimal grammar mistakes

Fluency/Accuracy/Pace Rate of speech is not too

slow/fast
Clear pronunciation/intonation

Format Easy to follow

Creative style/materials

Presentation Peer Review - Presentation Group: ___________________________________________

Area Expectations Comments

Content & Organization Relates to assigned topic
Clear and connected ideas

Grammar/Vocabulary Uses topic-related vocabulary

Minimal grammar mistakes

Fluency/Accuracy/Pace Rate of speech is not too

slow/fast
Clear pronunciation/intonation

Format Easy to follow

Creative style/materials

Presentation Peer Review - Presentation Group: ___________________________________________

Area Expectations Comments

Content & Organization Relates to assigned topic
Clear and connected ideas

Grammar/Vocabulary Uses topic-related vocabulary

Minimal grammar mistakes

Fluency/Accuracy/Pace Rate of speech is not too

slow/fast
Clear pronunciation/intonation

Format Easy to follow

Creative style/materials

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Final Project for Learning Evaluasi Semester 5; 2019 updated 10/11/19

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Final Project for Learning Evaluasi Semester 5; 2019 updated 10/11/19

Final Project Paper Rubric Group Members: ______________________________________

Total Score: /50

9-10 / 3-4 / NEEDS 1-2 /

7-8/ VERY GOOD 5-6 / AVERAGE
EXCELLENT IMPROVEMENT UNACCEPTABLE

This paper is clear This paper is mostly The writer is Topic is not well- The paper has no
and focused focused and has beginning to define defined and/or there clear sense of
some good details. the topic, even are too many topics. purpose or central
It holds the reader's though development theme. To extract
Ideas attention. is still basic or meaning from the
general. text, the reader must
make inferences
based on sketchy or
missing details.

The organization Paper (and The organizational Sentences within The writing lacks a
enhances and paragraphs) are structure is strong paragraphs make clear sense of
showcases the central mostly organized, in enough to move the sense, but the order direction. Ideas,
idea or theme. The order, and makes reader through the of paragraphs does details, or events
order, structure of sense to the reader. text without too not. seem strung together
information is much confusion. in a loose or random
Organization compelling and Follows most Some instructions are fashion; there is no
moves the reader instructions. All Some instructions are followed. Not all identifiable internal
through the text. documents included. followed. All documents included. structure.
documents included.
Follows instructions; Instructions not
all documents followed. Not all
included. documents included.

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Final Project for Learning Evaluasi Semester 5; 2019 updated 10/11/19

2 / NEEDS 1 /
5 / EXCELLENT 4 / VERY GOOD 3 / AVERAGE
IMPROVEMENT UNACCEPTABLE

The writing has an The writing mostly The text hums along The text seems It is difficult to read
easy flow. Sentences flows, and usually with a steady beat, choppy and is not the sentence orally
are well built, with invites oral reading. but tends to be more easy to read orally. because the
Sentence
strong and varied businesslike than sentences do not
Fluency
structure that invites musical, more flow.
expressive oral mechanical than fluid.
reading.

The writer The writer The writer shows The writer seems to Errors in spelling,
demonstrates a good understands good reasonable control have made little punctuation,
grasp of standard writing conventions over a limited range effort to use capitalization, usage,
writing conventions and usually uses them of standard writing conventions: spelling, and grammar and/or
(e.g., spelling, correctly. Paper is conventions. punctuation, paragraphing
punctuation, easily read, and Conventions are capitalization, usage, repeatedly distract
Conventions
capitalization, errors are rare; minor sometimes handled grammar and/or the reader and make
grammar, usage, touch-ups would get well and enhance paragraphing have the text difficult to
paragraphing) and this piece ready to readability; at other multiple errors. read.
uses conventions publish. times, errors are
effectively to enhance distracting and impair
readability. readability.

The form and The format only has a The writer's message The writer's message The reader receives a
presentation of the few mistakes and is is understandable in is only garbled message due
text enhances the generally easy to read this format. understandable to problems relating
ability for the reader and pleasing to the occasionally, and to the presentation of
Presentation
to understand and eye. paper is messily the text, and it is not
connect with the written. typed.
message. It is pleasing
to the eye.

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Final Project for Learning Evaluasi Semester 5; 2019 updated 10/11/19

ASSESSEMENT CHECKLIST

A. Determine key elements:

1. Type
2. Diagnostic, Formative or Summative?
3. Class
4. Semester
5. Objectives

B. Does the test align with the course or lesson objectives?

C. Do the test tasks align with language assessment principles?

1. Validity
2. Reliability
3. Practicality
4. Authenticity
5. Washback

D. Does the scoring (allocation of points) align with the objectives?

E. How efficient is the grading process?

F. What are the opportunities for teacher feedback?

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