DIAGNOSTIC TEST Test correction grid

No. Name Listening 30% Reading and writing 70% TOTAL

1. 2. 3. 1. 2. 3. 4. 5. 100%
6 x 2 = 12 4x2=8 5 x 2 = 10 24 x 0,5 = 12 10 x 2 = 20 5 x 4 = 20 4x2=8 10
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Test correction grid

 TEST WE ARE
1 FAMILY
No. Name Listening 30% Reading 30% Reading and writing 20% Writing 20% TOTAL
1. 2. 3. 1. 2. 3. 1. 2. 1. 2. 100%
5 x 1= 5 5 x 2 = 10 5 x 3 = 15 5 x 2 = 10 5 x 2 = 10 5 x 2 = 10 5 x 2 = 10 5 x 2 = 10 10 x 1 = 10 10
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Test correction grid

 TEST HOME IS WHERE THE HEART
2 IS
No. Name Listening 30% Reading 30% Reading and writing 20% Writing 20% TOTAL
1. 2. 3. 1. 2. 3. 1. 2. 1. 2. 100%
5 x 1= 5 5 x 2 = 10 5 x 3 = 15 5 x 2 = 10 5 x 2 = 10 5 x 2 = 10 5 x 2 = 10 5 x 2 = 10 6x1=6 14
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TEST LOOKING
Test correction grid 3 GREAT!

No. Name Listening 30% Reading 30% Reading and writing 20% Writing 20% TOTAL
1. 2. 3. 1. 2. 3. 1. 2. 1. 2. 100%
5 x 1= 5 5 x 2 = 10 5 x 3 = 15 5 x 2 = 10 5 x 2 = 10 5 x 2 = 10 5 x 2 = 10 5 x 2 = 10 3x3=9 11
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Test correction grid TEST

HAVE A NICE DAY!
4

No. Name Listening 30% Reading 30% Reading and writing 20% Writing 20% TOTAL
1. 2. 3. 1. 2. 3. 1. 2. 1. 2. 100%
5 x 1= 5 5 x 2 = 10 5 x 3 = 15 5 x 2 = 10 5 x 2 = 10 5 x 2 = 10 5 x 2 = 10 5 x 2 = 10 10 x 1 = 10 10
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TEST
Test correction grid 5
LET’S PARTY
No. Name Listening 30% Reading 30% Reading and writing 20% Writing 20% TOTAL
1. 2. 3. 1. 2. 3. 1. 2. 1. 2. 100%
5 x 1= 5 5 x 2 = 10 5 x 3 = 15 5 x 2 = 10 5 x 2 = 10 5 x 2 = 10 5 x 2 = 10 5 x 2 = 10 8 12
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Speaking assessment: individual oral presentations (Criteria)
Assign a number to each box according to your assessment of the various
aspects of the student’s presentation.

5 Very good
4 Good
3 Fair
2 Poor
1 Minimum attempt

A. The purpose of the presentation was accomplished and required

information included.

B. The presentation was organised and flowed: introduction,

development
and rounding off.

C. The student linked ideas with the use of connectors, i.e. and, but, so,
because.*

D. The student’s pronunciation was clear and comprehensible.

E. The student’s language was natural and fluent.

F. The student’s grammar was correct and didn’t prevent

understanding.

G. The student used appropriate vocabulary for the task.

H. The student used gestures and body language well, and maintained
eye
contact with the audience.

I. The student showed enthusiasm.

J. The student used visual aids effectively.

* Teacher should bear in mind student’s expected knowledge of linking words for the
assessed presentation.

 NB: Students should be aware of assessment criteria beforehand.

Source: “Language Assessment: Principles and Classroom Practices”, H. Douglas Brown (2004) (adapted)
Speaking assessment: individual oral presentations (grid)
No. Name Oral skills TOTAL Grade
100% 1-5
A (1-5) B (1-5) C (1-5) D (1-5) E (1-5) F (1-5) G (1-5) H (1-5) I (1-5) J (1-5)

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Speaking assessment: group presentations (criteria)
Use the Basic Assessment Grid and then the one below to provide feedback on team work.

Notes –
Excellent Very good Good Fair Not yet
feedback
(5) (4) (3) (2) (1)
and advice

How smooth
is the
delivery of
the
presentation
A s? Does
it flow from
one
member to
the next?

Does every
member
B contribute
enough?

Is gesture
and eye
C contact
used
effectively?

Does the
team work
D well
together?

Does the
team make
good
E attempts to
use
English?

Are visual
F aids used
effectively?
Speaking assessment: group presentations (grid)
No. Name Oral skills TOTAL Grade
100% 1-5
A (1-5) B (1-5) C (1-5) D (1-5) E (1-5) F (1-5)

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Speaking assessment: observation grid to use in class – speaking and behavior Unit
1
Students’ numbers 1 2 3 4 5 6 7 8 9 1 11 12 1 14 1 16 17 1 19 2 21 22 2 24 2 26 27 2 29 30
0 3 5 8 0 3 5 8
Speaking
Uses routine social expressions

Gives personal information

Asks and answers simple questions

Initiates communication

Participates in new situations, even with slight hesitation

Uses acceptable pronunciation

Uses most of the vocabulary taught

Applies grammar structures from the unit, but may make

some mistakes
Participates in oral pair and group work

Behaviour
Respects classroom rules

Shows responsibility, organisation

Class work/Participates in class

Symbols to use:

/ X

nothing so far / once X once again, so make a cross achieved the objective more than twice; colour the whole square
Speaking assessment: observation grid to use in class – speaking and behavior Unit
2
Students’ numbers 1 2 3 4 5 6 7 8 9 1 11 12 1 14 1 16 17 1 19 2 21 22 2 24 2 26 27 2 29 30
0 3 5 8 0 3 5 8
Speaking
Uses routine social expressions

Gives personal information

Asks and answers simple questions

Initiates communication

Participates in new situations, even with slight hesitation

Uses acceptable pronunciation

Uses most of the vocabulary taught

Applies grammar structures from the unit, but may make

some mistakes
Participates in oral pair and group work

Behaviour
Respects classroom rules

Shows responsibility, organisation

Class work/Participates in class

Symbols to use:

/ X
 nothing so far / once X once again, so make a cross achieved the objective more than twice; colour the whole square

Speaking assessment: observation grid to use in class – speaking and behavior Unit
3
Students’ numbers 1 2 3 4 5 6 7 8 9 1 11 12 1 14 1 16 17 1 19 2 21 22 2 24 2 26 27 2 29 30
0 3 5 8 0 3 5 8
Speaking
Uses routine social expressions

Gives personal information

Asks and answers simple questions

Initiates communication

Participates in new situations, even with slight hesitation

Uses acceptable pronunciation

Uses most of the vocabulary taught

Applies grammar structures from the unit, but may make

some mistakes
Participates in oral pair and group work

Behaviour
Respects classroom rules

Shows responsibility, organisation

Class work/Participates in class

Symbols to use:
 / X

nothing so far / once X once again, so make a cross achieved the objective more than twice; colour the whole square

Speaking assessment: observation grid to use in class – speaking and behavior Unit
4
Students’ numbers 1 2 3 4 5 6 7 8 9 1 11 12 1 14 1 16 17 1 19 2 21 22 2 24 2 26 27 2 29 30
0 3 5 8 0 3 5 8
Speaking
Uses routine social expressions

Gives personal information

Asks and answers simple questions

Initiates communication

Participates in new situations, even with slight hesitation

Uses acceptable pronunciation

Uses most of the vocabulary taught

Applies grammar structures from the unit, but may make

some mistakes
Participates in oral pair and group work

Behaviour
Respects classroom rules

Shows responsibility, organisation

Class work/Participates in class

Symbols to use:

/ X

nothing so far / once X once again, so make a cross achieved the objective more than twice; colour the whole square

Speaking assessment: observation grid to use in class – speaking and behavior Unit
5
Students’ numbers 1 2 3 4 5 6 7 8 9 1 11 12 1 14 1 16 17 1 19 2 21 22 2 24 2 26 27 2 29 30
0 3 5 8 0 3 5 8
Speaking
Uses routine social expressions

Gives personal information

Asks and answers simple questions

Initiates communication

Participates in new situations, even with slight hesitation

Uses acceptable pronunciation

Uses most of the vocabulary taught

Applies grammar structures from the unit, but may make

some mistakes
Participates in oral pair and group work

Behaviour
Respects classroom rules

Shows responsibility, organisation

Class work/Participates in class

Symbols to use:

/ X

nothing so far / once X once again, so make a cross achieved the objective more than twice; colour the whole square
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