1. 2. 3. 4. 5.

Fluency &
Coherence  Noticeably/ long  Usually fluent;  Is willing to  Speaks without  Speaks fluently
pauses; rate of produces simple speak at noticeable almost with no
Speech is slow speech fluently, length, effort, with a repetition &
 Frequent but loses however little repetition minimal
repetition and/or coherence in repetition is  Demonstrates hesitation
self- correction complex noticeable hesitation to  Develops topic
 Links only basic communication  Hesitates find words or fully &
sentences;  Often hesitates and/or self use correct coherently
breakdown of and/or resorts to corrects; grammatical
coherence slow speech occasionally structures
evident  Topics partly loses and/or self-
developed; not coherence correction
always  Topics mainly  Topics not fully
concluded developed, but developed to
logically usually not merit
logically
concluded
Vocabulary &  Demonstrates  Communicates  Communicate  Can express  Can express
almost no with limited s with limited with some with some
Grammar flexibility, and flexibility and flexibility flexibility and flexibility and
mostly struggles appropriacy on and appropriacy on appropriacy on a
for appropriate some of the appropriacy most of the variety of topics
words topics on most of the topics such as family,
 Uses very basic  Complex forms topics  Demonstrates hobbies, work,
vocabulary to and sentence  Sometimes ability to use travel and current
express view- structures are uses complex complex forms events
points. rare; exhibits forms and and sentence  Frequently uses
limited sentence structures most complex forms
vocabulary to structures; has of the time; and sentence
express new limited expresses with structures; has
ideas vocabulary to adequate enough
describe/ vocabulary vocabulary to
express new express himself/
points herself
iii. Schedule:
 The practice of listening and speaking skills should be done throughout the academic year.
 The final term I assessment of the skills is to be done as per the convenience and schedule of the
school.
Term II: 10 Marks
Project Work + Viva
Out of ten marks allotted for the term, 5 marks will be allotted for the project report/script /essay etc. and 5
marks for the viva.
I. Schedule:

● Schools may refer to the suggestive timeline given in these guidelines for the planning, preparation and
viva-voce of ALS based projects.
● The final assessment of the skills may be done on the basis of parameters suggested by the Board.
Language teachers, however, have the option to adopt/ modify these parameters according to their
school specific requirements.
II. Suggestions for Project Work:
 The Project can be inter-disciplinary in theme. The ideas/issues highlighted in the chapters/ poems/
drama given the prescribed books can also be developed in the form of a project. Students can also
take up any relevant and age-appropriate theme.
 Such topics may be taken up that provide students with opportunities for listening and speaking.

Some suggestions are as follows:

a. Interview-Based research:
Example:

9
  Students can choose a topic on which to do their research/ interview, e.g. a student can choose the
topic : “ Evolving food tastes in my neighbourhood” or “Corona pandemic and the fallout on families.”
Read the available literature.
 The student then conducts interviews with a few neighbours on the topic. For an interview, with the
help of the teacher, student will frame questions based on the preliminary research/background.
 The student will then write an essay/ write up / report etc. up to 1000 words on his/her research and
submit it. He / She will then take a viva on the research project. The project can be done in individually
or in pairs/ groups
b. Listen to podcasts/ interviews/radio or TV documentary on a topic and prepare a report countering or
agreeing with the speakers. Write an 800 - 1000 words report and submit. Take a viva on the report.
c. Students create their own video/ Audio, after writing a script. Before they decide a format, the following
elements can be taken into consideration:

● Theme/topic of the audio / video. Would the child like to pick a current issue or something artistic like
theatre?
● What are the elements that need to be part of the script?
● Will the video/audio have an interview with one or more guests?
● Would they prefer to improvise while chatting with guests, or work from a script?
● What would be the duration?
● How would they present the script/report to the teacher, e.g. Can it be in the form of a narrative?

d. Write, direct and present a theatrical production, /One act play

This will be a project which will be done as a team. It will involve planning, preparation and presentation. In
short, various language skills will be utilised. There will be researching, discussion, writing the script,
auditioning and ultimately producing the play. The project will end with a presentation and subsequently a
viva. Teachers will be able to assess the core language skills of the students and help them grow as 21 st
century critical thinkers.

III. Instructions for the Teachers:-

1. Properly orient students about the Project work, as per the present Guidelines.
2. Facilitate the students in the selection of theme and topic.
3. Create a rubric for assessment and share with the students before they start so that they know the
parameters of assessment:
 Teachers need to familiarize themselves with the method of assessing students with the rubric-
- a table with different criteria and a grading scale.
 Choose the criteria on which you will grade students and list them along the left side of the
page.
 Create an even number of columns along the top of the page. These columns will represent
potential skill levels of the students.
 Assessing students on four/five criteria is an easy way to begin. For each criterion, define the
ability that a student would exhibit at each of the levels.
● The more detailed you make your criteria, the easier it will be to evaluate each student and define the
level at which the student is presenting.
{Sample Rubric is attached at the end for reference}

IV. Parameters for Overall Assessment:-

1. Pronunciation:

 When evaluating the pronunciation of the students, teachers must listen for clearly articulated words,
pronunciation of unusual spellings and intonation.
 Assess the students for the pronunciation skills and determine at which level the student needs
improvement.

2. Vocabulary:

 After noting their pronunciation levels, evaluate the students on the use of extensive and appropriate
vocabulary during the viva. Check if students are using vocabulary appropriate to the context about
which they are speaking.

10
3. Accuracy:

Grammar has always been an important component of language skills. As students speak/ answer the
questions during the viva, listen to their grammatical structures. Are they competent enough to use
multiple tenses? Is their word order correct in a given sentence? An effective speaker will automatically
use the correct grammatical structures of his language.
4. Communication:

 Assessing the communication skills of the students means looking at more than language. Look at
how creatively students use the language to make their points understood. Students with a low level of
vocabulary and grammar may still have good communication skills if they are able to make the teacher
understand their point of view.
5. Interaction:

 During the viva teachers need to ask the students some questions. Questions need to be based on
the projects that have been suggested or chosen by the students.
 It is imperative for a teacher to read the essays/project reports before they can be ready to ask
questions.
 Teachers need to observe how students answer the questions that are posed to them: Are they able to
understand and answer questions independently or can they answer only when the questions are
translated into simpler words or repeated? Are they able to give appropriate responses in a
conversation?
 These elements of interaction are necessary for clear and effective communication. A student with
effective interaction skills will be able to answer questions with relative ease and follow the flow of
conversation.
6. Fluency:

 Fluency may be the easiest quality to judge in the students’ speech: How comfortable are they as they
speak and express themselves? How easily do the words come out? Are there inappropriate pauses
and gaps in the way a student speaks?
 Fluency is a judgement of this communication and is an important criterion when evaluating speaking
skills. These criteria: pronunciation, vocabulary, accuracy, interaction and fluency are all the hallmarks
of a student's overall speaking abilities.
 Teachers must also remember that some students may excel in one area and struggle in another.
Helping the students understand these issues will enable them to become effective speakers in future.
Let your students know that you will be assessing them in these various areas when you evaluate their
progress and encourage them to work and improve in these areas.
 Finally, teachers must remember that a proper evaluation of the students will take into consideration
more than just one oral interview on the final ASL project. Teachers must take note of a student’s
progress throughout the academic year.

V. Project-Portfolio/ Project Report

The Project-Portfolio/Project Report is a compilation of the work that the students produce during the process
of working on their ALS Project.

The Project-Portfolio may include the following:

● Cover page, with title of project, school details/details of students.

● Statement of purpose/objectives/goals
● Certificate of completion under the guidance of the teacher.
● Action plan for the completion of assigned tasks.
● Materials such as scripts for the theatre/role play, questionnaires for interview, written assignments,
essays, survey-reports and other material evidence of learning progress and academic
accomplishment.
● The 800-1000 words essay/Script/Report.
● Student/group reflections.
● If possible, Photographs that capture the positive learning experiences of the student(s).
● List of resources/bibliography.

11