School Based Assessment

YEAR OF EXAMINATION: 2020

SUBJECT: ENGLISH A

SCHOOL CODE: 090057

CANDIDATE NUMBER: 090057

NAME OF CANDIDATE: REBEKAH A. YHEMITRAM

TITLE OF PROJECT: MUSIC – HOW MUSIC CONTRIBUTES TO CRIME

PROFICIENCY: GENERAL

TERRITORY: GUYANA

NAME OF TEACHER: MS A.KHUSIAL

 TABLE OF CONTENT
Plan of Investigation
Artifact 1
Artifact 2
Artifact 3
Reflection 1
Reflection 2
Reflection 3
Oral Presentation Plan
Group Report
 PLAN OF INVESTIGATION
The researcher chose the topic ‘How music contributes to crime’ because she is always
fascinated when it comes to music, but not the types which are leading young people today into
violence and crime. Due to this, she is eager to learn more and go deep into research which
relates to how music contributes to crime.

The expected benefits to the researcher since she is a student of English is that her writing
and grammatical skills might be developed in doing this research.

The researcher intends to collect the relevant information on her topic from articles,
internet and individuals to use in her upcoming presentation.

1
Scoring Rubric for Plan of Investigation

Name: Rebekah A. Yhemitram

Date: 12th October, 2018

Title of topic: Music

Subtopic: How music contributes to crime

Tasks to be done:

 Conduct research to find relevant information.

 Read, interpret and analyze data to write reflections.
 Work together as a group to prepare or write group report and select the three best pieces
to represent the group.
 Plan or create an original piece for oral presentation.
 Conduct oral presentation
 Compile portfolio for submission
Reason for selecting topic:

The researcher selected the topic ‘How music contributes to crime’ because music is found all
around us and can easily influence individuals that is why it can lead to crime. Due to this, she is
eager to learn more and go deep into research which relates to how music contributes to crime.

Nature of materials/sources of material:

The sources of material that the researcher plans to use to gather information for her SBA are:

 Internet
 Newspaper
 Magazine articles

Some English Language skills that the researcher plans to use in her SBA are:

 Reading
 Summarizing
 Accurate use of Vocabulary

Some conclusions that may be obtained in the researcher’s SBA are:

 Possible reasons why music leads to crime

 Working together may have its benefits
 Knowledge upon the topic
 2
Three factors that can interfere with the soundness of the conclusions of the researcher’s
SBA are:
 Difficulty in gathering data and information
 Limited cooperation among members
 Lack of motivation/encouragement

One way that the researcher plans to minimize limited interaction with group members is by
having more discussion with them in her spare time.

Teacher’s score: 10/2=5

 3

Artifact 1

Some aspects of dancehall music, crime, violence and youth

By Staff Reporter -

by Ronald Austin Jr

In December 2009, the University of the West Indies announced the findings of a study on

violence and dancehall conducted by Dr. Donna Hope-Marquis. This study was carried out

among 300 15-24 year-olds in Jamaica. Not only did the study show no correlation between

dancehall music and violence, Dr. Hope-Marquis declared “The results were so insignificant that

they could not be used as a guiding principle”. These results killed the noise on this issue. So

should we say that was the end of the debate? I think not. We cannot dismiss the influence of

some aspects of dancehall music on the youth. Since crime and violence are most associated with

this constituency in the Caribbean, I find the dismissal of this connect between some aspects of

dancehall music, crime and violence, to be incredulous.

I have been ridiculed by friends for playing dancehall music in my car. I have been admonished

for listening to ‘sick music’, as some describe it. They ask ‘how could you understand what is
 4

being said by those mad men’? There are many who believe that dancehall music is directly

linked to crime and once you listen, you are automatically seen as part of a particular ethos. Not

every dancehall song is laced with vulgarity and violent content, Exhibit A: ‘I am blessed’ by

Mr. Vegas. That is another issue. Be that as it may, please note that the article speaks to some

lyrics, there is no broad brush being applied. Further, I have defended this simple pleasure by

saying that I cannot be so easily influenced, I have attended strong institutions and I grew up

under good parental leadership. In my case, that has worked for me. Can everyone boast of this

lack of fear of being influenced? I think not. In the absence of robust parental interventions and

stable and steady values, music will always have an impact on the mind, some aspects of

dancehall music are no different in this regard. Let us examine the lyrics of the song ‘Banger’

released by Sheldon Lawrence, also known as ‘Aidonia’ on December 2, 2016: ‘We no listen

when chatty mouth chatty mouth chat. Me saw off shotgun, the shotty mouth chop. Just, plat up

ya head, shot a chop it out back. Badman no tek style dawg, you haffi know that’.

The lyrics, documented here, contain the glorification of death and reinforces violence as a

means of settling disputes. In strained circumstances, poor institutional structures, when this

meets the ear of persons who cannot discern careful judgment, who would dare argue that this
 5

can have no influence. Some dancehall musicians are the leaders of a dangerous sub-culture that

captures fragile minds. To present a case of them having no responsibility for what their listeners

do is to suggest that they have no effect on the behaviour of their fans. So why do companies pay

millions to procure their services for advertising and how come they drive taste in clothing and

more? Constantly absorbing ‘Informa fi dead’ and ‘murdadem and shubdeminna ground’, cannot

be a simple engagement that has no impact on the behaviour of impressionable minds. It is the

validation of criminal sub-culture. Not everyone has the luxury of being exposed to institutions

that give them good values which are adopted. For the unlucky few who gravitate to dancehall

music, this is often their only guidance.

The United Nation’s Office on Drugs and Crime (UNOC) reported that three of the top 10 for

most murders per 100, 000 inhabitants were Caribbean islands. This report also stated, “Nearly

one in three said they had lost someone to violence. Guns are used about twice as often in

robbery and three times as often in assault in the Caribbean as compared with the global

average”. ‘Bust me gun innayuh face’ and ‘lay them body out inna morgue’ pounding in the ears

of our youth consistently and intensely has to have some backlash. I say reopen the

investigations and studies, try other methodologies, something might be uncovered. I am aware

that some lyrics in dancehall music are not the only source for the reinforcement of violence.
 6

Many youths are exposed to violent movies and the internet is the frontier for all manner of

negative portrayals. However, I maintain that music has its special ability to motivate for positive

and negative reasons.

The solutions to solving this unprecedented surge in crime in the Caribbean have got to be

fraught with an evidence-based approach. The national conversations have been exhausted in my

view. It is time to revisit, from an academic standpoint, the correlations between some aspects of

dancehall music, crime, violence and our youth.

7
Artifact 2

DOES MUSIC INFLUENCE PEOPLE TO COMMIT CRIMES?

byDarelle Brown

I’ve read different theories online that say the same exact  people that control the
music industry also own private prisons, and work together to use rap music to fill the
prisons up. One story that stuck out to me was  from a former industry insider, who
attended a secret meeting  about using rap music to influence more people to commit
crimes, in order to produce more inmates.
This source is not 100% reliable because the author wished to remain anonymous.
But even without the proof of the meeting, I still feel like there is some truth to
the fact that music influences how people behave in my neighborhood.

I see rappers negatively influence my peers in two ways:

1) Behavior.
I personally see the connection between the music that is being promoted on my
TV screen with the crimes I see in my neighborhood. A very popular artist that
fits the gangster icon is a teenager named Chief Keef. Everybody I know in
Oakland loves listening to him. I walk down the street and all I hear are his lyrics
that promote smoking weed, hitting licks (robbing houses and people), and
shooting at people you dislike.
And the truth is, most of my peers that listen to these kind of songs, actually act

upon these things. Now we could call this a big coincidence, or we could call it the

major influence of the rap industry that misguides teenagers that are still
developing and finding themselves.

8
2) Promoting high-priced products.
Everything I see in music videos or even hear in the songs, I see in my own
neighborhood. From the cars to the clothes, a lot of unemployed people I know
possess these high-priced items. Most of my friends don’t have jobs, but they
wear what the superstars wear, like $250 pair of jeans, $300 belt and $200 pair of
shoes.
Lately most rappers have been glamorizing expensive European cars, and always
saying, “If it’s not foreign it’s boring” (if your car is not made out the country,
which raised the value, then it’s not a great car). I know people who own foreign
brands like BMW, Benz, Bentley, Ferrari, and Porsches, but they don’t have
legitimate jobs. And whatever designer brand I hear on the radio, I see people
sporting it in my own neighborhood.

I kind of also fall victim to the media because I own a lot of clothes that I hear
about on the radio. But honestly, I didn’t buy my jeans because I heard a Rick
Ross song one day. I bought my jeans because they are the 2013 fashion for the
year and I just wanted to stay up float with my generation like a lot of teenagers
would.

So even if the media doesn’t  directly influence you, it can influence your peers or
your spouse, who then influence you. So now you have second-hand influence by
the media.

I am aware of this powerful influence, but I have already developed my

preference for rap music. So I still listen to the lyrics, but don’t let them get past
music enjoyment or let them influence my daily actions.

9
Artifact 3

Violent song lyrics may lead to violent behavior

Violent song lyrics increase negative emotions and thoughts that can lead to aggression,
according to a study published in the May issue of the Journal of Personality and Social
Psychology (Vol. 84, No. 5).
The study challenges the ancient Greek "catharsis hypothesis" that claims that expressing
aggressive emotion will later decrease aggressive behavior. Instead, researchers from Iowa State
University and the Texas Department of Human Services found that aggressive music lyrics
increase aggressive thoughts and feelings, which might perpetuate aggressive behavior and have
long-term effects, such as influencing listeners' perceptions of society and contributing to the
development of aggressive personalities.
"This [study] provides the first clean demonstration of violent lyric effects," says lead author
Craig Anderson, PhD, of Iowa State University.
In five experiments, Anderson and his colleagues asked more than 500 college students to listen
to such violent songs as "Shoot 'Em Up" by Cypress Hill and "Hit 'Em Hard" by Run DMC, and
such nonviolent songs as "Finger Lickin' Good" by the Beastie Boys and "Love vs. Loneliness"
by the Suicidal Tendencies. Researchers also included the lyrics of humorous violent and
nonviolent songs like "A Boy Named Sue" by Johnny Cash and "Hello Mudduh, Hello Fadduh"
by Allan Sherman.
After listening to the songs, the students performed various word-association tasks to test
whether they linked more non-aggressive words with aggressive words or filled incomplete
words with vowels to make aggressive words. They also reported their feelings of hostility as
measured by the State Hostility Scale, ranking sentences based on their emotions after hearing
the songs.
The results indicate a relationship between violent song lyrics and increased aggressive thoughts
and feelings of hostility. Humorous violent songs also increased aggression levels, relative to
humorous nonviolent songs, according to Anderson. The findings held even after the researchers
controlled for the listeners' gender and personality differences, as well as their reactions to the
different performing artists and musical styles.
While more research on effects of violent lyrics must be done, says Anderson, yet another type
of entertainment media, when referring to violence, "now has been demonstrated to have some
negative effects."
--A. PALMER

10
 REFLECTION ONE
The researcher’s first piece which from an article titled “Some aspects of dancehall
music, crime, violence and youth”. It was understood that dancehall music was the main source
of music which lead to crime and violence. This statement made the researcher very concerned
about dancehall music and gave her precaution of listening and adhering to them, and also gave
her the mentality that dancehall music are dangerous.

The researcher’s second piece which was also an article titled “Does music influence
people to commit crime?” In this article, it was understood that rap music has a huge influence
on the mind, leading persons to commit crimes. The researcher’s point of view on rap music has
changed for the worse. She kept the thought that rap music aren’t supposed to be played, but
instead be banned because of its negative influence on one’s mind promoting more crime.

The third piece is yet another article titled “Violent song lyrics can lead to violent
behavior”. The article elaborated that violent song lyrics increase negative emotions and
thoughts that can lead to aggression. With all being said, the researcher then took precaution
when choosing and listening to music because she fears the negative impact of the song lyrics.

11
 REFLECTION TWO
The first piece which was an article was difficult to understand by the researcher. Due to
this, the researcher read the article thrice to ensure clarity from the information extracted to make
it appropriate for the use of the SBA. This article was difficult due to the use of statistics and
clichés; the tone used by the writer was persuasive.

The second piece was also an article. This expository piece was easily understood, but
to ensure it was appropriate to be placed in the SBA, the researcher read it twice. The writer used
examples to make his article clear and easy to understand by his readers.

The third piece was another article which was easily understood by the researcher. The
writer of this article uses contrast in his writing to allow his reader to see the difference between
violent and non-violent songs.

12
 REFLECTION THREE
The researcher has gained a lot of benefits from carrying out her research on the topic
“Music”. The members of the group chose the topic “Music” because they found it to be very
interesting and educational. From carrying out her research, she learnt that rap, dancehall and
violent lyrics often lead to crime.

The expected benefits to the researcher since she is a student of English was that she’ll be able
to learn about how music leads to crime and how that affects our youths in today’s society and
the researcher’s writing and grammatical skills will also be developed in doing this research.
These expectations were fulfilled. The researcher also learnt to work as a team player and was
able to develop her writing skills when given the opportunity to create an original piece for her
oral presentation.

13
 Report-Music
The topic that was chosen by the members of the group was ‘Music’. Music was chosen
because it is a very fascinating topic to learn about because it is used in our everyday lives. The
members of the group sub-topics are “Music and its role in education”, “Music and history”,
“How music leads to crime”, “Music and society” and “Advantages of music”. The members of
the group came about choosing the best three (3) pieces by looking at the most important
concepts. The three pieces chosen were: a video which was based on “Music and Education”, an
article which stated “five ways music can make you healthier” by Jill Suttie and a poem based on
what music really is and the advantages of music and what it can make you do.
The steps that were taken to get the work done are:
 Having discussion with our group members on which pieces are best fit for this project.
 Cooperation was another way in which we get our work done.
We went about and collecting data by having patience with each other, cooperating and
listening to each other’s opinion towards the data that was collected.
Our group is very happy about the pieces that were selected or collected because we
focused on a video that was based on what children would do if music was not there and what
happiness it brought to them, a poem where the main focus was on the advantages of music and
finally an article that main focus was on five ways music make you healthier.
Yes we are happy with our group because everyone cooperated and got the work done for
the deadline.
We learned as a group because things that we did not know, the other group members had
knowledge about in which was very helpful for us.
Yes we met as a group in order to get our work completed and meet deadlines.
Yes working together is very effective because it teaches you a wide range of things that
you might not know but others know.

14
 Oral Presentation
Good morning everyone. My name is Rebekah A. Yhemitram, I’m a student of Zeeburg
Secondary School. I will be presenting my oral presentation in the form of a poem. The reason
why the researcher chose the poem method is because a poem gives a clear and direct message to
the audience or reader. The researcher and her group chose the topic ‘Music” because they have
a wide interest in it and because music has a huge impact on society. The researcher chose the
sub-topic ‘How music contributes to crime’ because music can easily influence one’s mind and it
is also related to crime.

Poem: Why misuse it?

By: Rebekah A. Yhemitram

Music is passion

Music is pride

Some are risky

Which are misused, leading people to die.

Music should be used to calm the soul,

Instead it is misused

And therefore corrupts its role.

Drugs and guns,

Music is also a weapon,

To destroy and kill our innocent,

One by one.

15
Music should be our friend,

Not our enemy or foe.

By the way we misuse it,

It therefore stoops very low.

When we need a friend,

Music is always there.

But we sometimes misuse it

Showing society that we don’t care.

Violent lyrics of violent songs,

Why do we adhere to it and do wrong.

Religious music, Religious songs;

Why can’t we use that and all sing along.

Music goes with the soul,

And together should rhyme.

Instead it is misused,

And being led to crime.

Music helps us escape a world of hate,

A world of shattered hope,

Broken hearts

And severe pain.

16
Why do we misuse music?

Having it influencing smoking and drinking;

My friend, stop slumbering!

Pay attention to what you’re hearing!

Listen to some uplifting music

Instead of demolishing a life,

Open your eyes my friend,

Think; and think twice!

Music should promote happiness, love,

Joy and prosperity.

Instead we misuse it,

Promoting crime, hate, death and envy.

Piece by piece

One by one

Little by little

Let’s start accepting everyone.

No matter our flaws,

Music shouldn’t divide us

But instead,

Bring us as one and unite us.

17
Why? Why/ Why?

Why do we misuse our music?

If we continue doing this,

We’ll completely loose it!

Again I say:

Music is passion,

Music is pride,

Some are risky

Which are misused,

Leading people to die.

18
 Bibliography

 http://guyanachronicle.com/2018/05/16/some-aspects-of-dancehall-music-
crime-violence-and-youth
 https://yr.media/news/does-music-influence-people-to-commit-crimes/
 https://www.apa.org/monitor/julaug03/violent
 STUDENTS SCHEDULE
MAJOR ACTIVITIES ESTIMATED TIME FOR PERSONS INVOLVED
ACTIVITY
Selection of topic and sub- Group Members:
topic Elisa Arjune
LacthminnieJagrup
FarisaSewnarine
WazimKhadir
Rebekah Yhemitram
Teacher:
Miss AshminieKhushial
Plan of Investigation Elisa Arjune
Miss AshminieKhushial
Collection of Data Group Members:
Elisa Arjune
LacthminnieJagrup
FarisaSewnarine
WazimKhadir
Rebekah Yhemitram
Teacher:
Miss AshminieKhushial
Analyzing Data (Group Group Members:
Activity) Elisa Arjune
LacthminnieJagrup
FarisaSewnarine
WazimKhadir
Rebekah Yhemitram
Teacher:
Miss AshminieKhushial
Reflection Elisa Arjune
Miss AshminieKushial
Written Report Group Members:
Elisa Arjune
LacthminnieJagrup
FarisaSewnarine
WazimKhadir
Rebekah Yhemitram
Teacher:
Miss AshminieKhushial
Oral Presentation Rebekah Yhemitram

23
 SCORING RUBRIC FOR REFLECTION

The assessment of this component will be based on the following:

1. Theme factors – critical knowledge related to theme, how material shaped thinking.
2. Language factors – analysis of language, good organization.
3. Process factors – personal value, benefits clearly identified.

Reflection on topic/issue/theme, use of language, process and its effects

Candidate produces a reflection that integrates the treatment 5 marks

of the issue in the three pieces, with excellent analysis of
language and discussion of the process and its effect.

Candidate produces a reflection that addresses the issue with 4 marks

good use of language and some discussion of the process and
its effect.

Candidate produces a reflection on the issue, with 3 marks

satisfactory use of language but no discussion of the process
and its effect

Candidate produces a reflection on the issue with 2 marks

unsatisfactory use of language and no discussion of the
process and its effect.

Candidate produces a reflection that mentions the issue, with 1 marks

very weak use of language and no discussion of the process
and its effect.

Teacher’s score: 5+3+5=13/3=4

24
 SCORING RUBRIC FOR WRITTEN REPORT

Facets of Task Rating Scale

0 1 2 3 4
1. Content of report Findings Key points Context of Sources of Context
inappropriate not clearly task material explicitly
Source of identified implied, referenced stated
material Limited not stated Important Tasks for
unclear coverage of Some issues each
what was important addressed student
done key issues Key issues are clearly
Report not discussed linked to
inadequate addressed and group task
Key issues adequately Issues are
mentioned developed clearly
Repetitious defined
in parts and fully
Vague in explored
parts
2. Evidence of Many Experience All Excellent
investigation/inquiry/researc responses s of analysis summary,
h misrepresent participants focuses on analysis of
the issue not well the key text focuses
Inadequate used Weak issues on key
use of use of Discussion issues
referencing sources well Sources
Summary focused well used
inadequate Analysis and
probes documented
patterns of Significant
text Ample evidence of
evidence research
of research
3. Language use and Many basic Basic words Good Excellent use of
vocabulary grammatical not used well control of language Few
errors which Limited basic grammatical
affect the range of grammar errors Well
readability grammatical Good use developed
of the report expressions of paragraphs
Paragraphs appropriate Accurate
contain little words spelling Wide
cohesion Paragraphs range of
Sentences are carefully sentences
stilted constructed Report clearly
Varied organized
sentence
 structure

Total marks for Written Report = 10 marks

Score awarded = 4 + 3+ 3 = 10

Name of student: _____________________________

Name of assessor: ________________________________
Time/Date of assessment: ___________ /_____________
Time Date

26

SCORING RUBRIC FOR ORAL PRESENTATION

1. Fluency of jerky, halting choppy awkward but Intelligibl

delivery fragmentar acceptable e; clear;
y long intonation; smooth;
pauses continuous; well-
natural paced
 flow
2. Structure, connections Connection Limited Coherent; Clear
Comprehensibilit with topic/issue s with comprehensio Key issues organization of
y, and unclear topic/issue n lacks well ideas; Sustained
development of incomprehensib unclear; elaboration; developed treatment of
topic le not depicted Very Slightly Well topic/theme/issue
key issues style incoherent incoherent in expressed s; Style very
of presentation in parts; parts; in many effective and
does not always Utterance Somewhat parts; very impactful in
aid in depicting incorrect limited; effective communicating
the key issues style
3. Language use lacks basic Ideas Adequate Accurate
and vocabulary words; lack limited to style of use of
specificity; very inadequate presentation grammar
many errors in words and Basic Effective
words and jargon sentences are use of
sentences Lacks used; Control grammar
specificity of basic and
Limited grammatical vocabular
range of structures; y; High
grammar Reliance on degree of
practical fluency;
expressions Rich
vocabular
y

Score awarded = 2 + 3+ 2 = 7

Name of student: _____________________________

Name of assessor: ________________________________
Time/Date of assessment: __________ /_____________
Time Date

27

SCORING RUBRIC FOR QUALITY OF WITHIN – GROUP ACTIVITIES

Name of Group: _______________

Date: _______________________
 Rating Scale
Facets of process Score
0 1 2 3
1 Communication Plan of work not The plan of work All members All 3
known to all exists and may be have seen members
members seen, if requested and read have seen,
notes of the and
plan of work discussed
the plan of
work
2 Collaboration No awareness Some interest in Group Members 3
of what other what other groups discussing seek out
groups are are doing work of and are
doing other groups aware of
the work of
other
groups
3 Leadership Same person Leadership of Leadership is Each 3
leads group all group is rotated rotated and member
the time members willingly
feel takes
comfortable his/her
with it place in
turn
4 Norms of Group Not agreed on a Norms are written Norms are All 3
set of norms for for the group, but written and members
the group not observed mostly feel
observed responsible
for norms
being
observed
5 Diaries/ Not open to Available to some Diaries are Diaries tell 3
Journals/ persons inside members of the helpful to all rich story
Notebooks the group group in the group of the
– knowing activities in
what is being the group
done
6 Reflection Group members Reflection on work Members Reflection 3
show no is practised at the undertook on
evidence of end of each activity work in members’
reflecting on or session groups, and work was
their work reflected on an ongoing
work during focus of
sessions group
7 Interaction There is Members are Members Members 3
misunderstandi beginning to trust are actively respect and
ng among one another and creating appreciate
 members. resolving interaction each other;
Members feel misunderstandings with each and show
distant other and empathy to
displaying all
trust and members
respect
8 Equality Hierarchy exists Some members Members Equality is 3
within group have more support evident in
influence than equality, but all
others not always behaviour
seen of group
members
9 Expert Voices Members rely Members bring Members Members 3
on what they some literature identify actively
already know only experts, seek and
books, visual invite
media, and expert
bring some voices
to sessions
10 Experimentation No interest in Hesitant to try new Members Members 3
trying new strategies use some share
strategies or new results
materials strategies (obtained
from using
new
strategies)
among
themselves
Total marks for Quality of Within-Group Activities = 30 marks 30
Scale down to 10 marks
Total Score

Score awarded group = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 = 30/3=10 * (*Round up to the next nearest whole number)
Name of Teacher: ________________________________
Time/Date:______________________________________

SCORING RUBRIC FOR INDIVIDUAL PARTICIPATION

Use this rating scale below to help your teacher to assess your participation. For these
experiences, to what extent do you agree or disagree with the following statements:

Disagree Uncertain Agree

1. I know what I am expected to do to work well in a team -1 0 1
2. It is easy to focus on what is taking place in my group -1 0 1
3. In the group, I feel self-confidence, self-esteem and self- -1 0 1
efficacy
4. I know how to manage how I behave in the group -1 0 1
5. I always manage my tasks on time and thoroughly -1 0 1
Total = 5 marks

The Total Mark for Individual Participation will be 5 marks based on the responses
obtained from the rating scale above.

This scale should be completed by the student in discussion with the teacher on two different
occasions. After the first assessment, discussion should take place and feedback should be given
to the student to allow for improvement. The second assessment should produce the final mark
out of five agreed on by the student and teacher.

Guidance to the Student for Individual Participation

Think of your experiences as you worked and participated in the activities of your small group.

Especially, reflect on 4 things:

1. How your mind kept wandering away from what the group was doing.
2. How you felt when it was your turn to share your ideas with your group.
3. How you listened to what each person was saying and waited your turn to speak.
4. How you became involved in sharing what each person was doing.

29
 Scoring Rubric for English A SBA Portfolio
Name of Student: Rebekah Yhemitram
Topic: Music - “How music contributes to crime”
Components Maximum Student’s
Score Score
Plan of Investigation 5 5
-Reasons for selection of topic/title ( 3) ÷ by 2
-Expected benefits as an English Student (3)
-Proposal for collection and use of materials(artifacts) (4)
Individual Participation 5 5
-Student own assessment on a table
Group Measure 10 10
-Communication (2)
-Reflection (3)
-Collaboration (2)
-Interaction (3)
Written Report 10 10
-Content (4)
-Evidence of Investigation (3)
-Language Use and Vocabulary (3)
Oral Presentation 10 7
-Fluency of Delivery (3)
-Structure, Comprehensibility and Development of Topic (4)
-Language Use and vocabulary (3)
Reflections 5 4
-Theme factors( knowledge, how material shaped thinking) (2)
-Language factors (analysis and organization) (2)
-Process factors (personal value, benefits clearly identified (1)
TOTAL 45 41
MARKS