I. Introduction

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Hope Rozenboom INTR617: Assessment

Dr. Alan Seaman Test Construction Final Project

May 5, 2015

I have written two assessments for 9th grade Hungarian high school students who are in their

first year of a bilingual English track at a public technical high school. Some of the students are

studying English for the first time, while others have studied English for eight years in primary

school and have a proficiency level around intermediate. The class is divided by level into two

groups based on a placement test and short oral interview at the beginning of the year.

The first assessment is an achievement test for Unit 7 of the students’ textbook Solutions:

Pre-Intermediate from Oxford University Press. The higher level group of 9th graders began the

school year with this textbook, so they will take this test roughly six-eight weeks into the school

year. The lower group spent six weeks going through the elementary level Solutions book, so they

will spend the next several weeks catching up. The lower group will take this test about four or five

weeks later.

This assessment is formative in nature, and the results will be interpreted to help students

prepare for the upcoming “Big Test,” the first of three benchmark assessments given to 9th grade

students. These “Big Tests” include 45-minute written tests reading, writing, use of English

(grammar), and listening. The oral portion of the “Big Test” includes a roleplay and a monologue

on a topic drawn by the student. The washback of these tests is significant throughout the 9th grade

year, and the “Big Tests” themselves are designed to prepare students for the school-leaving exam

after year 13.

The theme of the unit is “Cultures and Customs.” The textbook specifies learner outcomes in

terms of “I can” statements for each section, which are shown on the next page.

“I can” statements A. I can describe how people greet each other in different countries.

I. Introduction

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B. I can talk about prohibition and necessity. C. I can understand the origins of an American festival. D. I can talk about a future situation and its consequences. E. I can understand a description of different cultural traditions. F. I can make and accept or decline an invitation. G. I can write a note replying to an invitation.

These “I can” statements are helpful for students, but in order to assess their progress toward

proficiency, I needed to refine these statements into measureable objectives in specific skill

domains:

Form-Focused Objectives (All domains) A. The learner will use appropriate vocabulary to describe how people greet each other

in different countries. B. The learner will use must, mustn’t, and needn’t to express prohibition and necessity. C. The learner will use first conditional to correctly in questions and statements

describe a future situation and its consequences. Communication Skills (Listening and Speaking)

D. The learner will make and accept or decline an invitation. Reading Skills

E. The learner will read with comprehension a written description of an American festival.

F. The learner will infer the meaning of unfamiliar words from context. G. The learner will identify the main idea of a text.

Writing Skills H. The learner will write a note replying to an invitation.

For the sake of practicality, I have chosen not to assess the writing objective of this unit in

the achievement test. I wanted the exam to be accomplishable in the space of a single 45-minute

class period. The writing task is brief and relatively simple. It could easily be assessed early in the

unit. Also, the vocabulary and functions needed for the writing task overlap with the

communication objectives, which I chose to assess indirectly in a listening exercise, again for

practicality. Students will receive plenty of feedback regarding their ability to perform these

communication functions through informal assessment and practice during classroom instruction.

In the unit test, I tried to create activities that were as authentic as possible. Each of my

exercises asks students to apply their skills in context. Though I created mainly discrete-point items

for the sake of reliability and practicality, I tried to approximate real communication situations.

I. Introduction

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Overall the objective of English language instruction is to prepare students to communicate

effectively in English in any situation they may encounter. Unfortunately due to the washback from

the school-leaving exam, validity to this proficiency objective can be lost in trying to prepare

students for the exam. I tried to balance this in the test I have created because often novice students

are very formulaic in their dialogues for these Big Tests. I sacrificed some content validity in

regards to the Big Tests in favor of what is see as more important: content validity in teaching

students to communicate.

To this end, I considered some proficiency-focused objectives in addition to the content- and

form-focused objectives from the textbook unit. Loosely based on the FSI categories, my objectives

for the students are:

• The learner will speak with generally correct grammar that does not interfere with communication.

• The learner will develop and use adequate vocabulary to discuss familiar topics. • The learner will speak with fluidity, using circumlocution instead of searching for

words. • The learner will speak with accurate and understandable pronunciation, though an

accent may be present. • The learner will identify the main idea and supporting details of an oral presentation. • The learner will write a summary of an oral presentation.

To measure these objectives, I have also developed an authentic assessment for the unit requiring

students to prepare and give an oral presentation about an unusual festival. I considered many

possible modes of assessing communication ability, and I settled on this one because of its

authenticity and validity. Giving oral presentations is a skill that students need to develop for

success throughout their school years, and being able to communicate information clearly is an

essential skill for life.

II. The Test Rozenboom 4 Name: __________________________ Class: _______

Unit 7 Test – Pre-intermediate Solutions I. Listening (2 points each – 20 points)

Listen to the descriptions of how people greet each other in different countries. Write the letter of the picture or pictures that match each description.

1. _____ 4. _____ 7. _____

2. _____ 5. _____ 8. _____

3. _____ 6. _____ 9. _____

10. _____

A.

x 2

F.

x 4 B.

x 1

G.

C.

H.

D.

I.

E.

x 3

J.

II. The Test Rozenboom 5

II. Listening (20 points)

Alice has many things planned this weekend. Her friends have many plans too, and they want her to join them. You will hear three dialogues between Alice and her friends.

The first time you listen, mark whether she accepts or declines the invitation. (2 points each)

1. Alice accepts / declines Emily’s invitation.

2. Alice accepts / declines Stephen’s invitation.

3. Alice accepts / declines Sarah’s invitation.

The second time you listen, use the words provided to fill in Alice’s diary. You will not fill in every square. You will not use every activity, but you may use one more than once.

Alice’s diary (14 points)

Friday Saturday Sunday

Morning

Afternoon

Evening

play cards

go to the cinema

play basketball

go shopping

play football

go rollerblading

do homework

have a barbecue

go to a restaurant

watch a DVD

II. The Test Rozenboom 6

III. Must, Mustn’t, Needn’t (3 points each – 30 points) Part A: For each dialogue write a one-sentence paraphrase using must, mustn’t, or needn’t.

E.g. Adam: Mum, can I go with Chris to play at the park? Mum: No, Adam. You haven’t been feeling well, and it’s raining. You will get sick if you go outside to play. Paraphrase: Adam mustn’t go outside to play at the park.

1. Dáni: I’m going to the cinema with some friends on Friday night. Do you fancy joining us? Peti: I’m afraid I won’t be able to make it. I have to get up very early on Saturday.

Peti_____________________________________________________________________.

2. Zsófi: Lili will love the scarf you bought her for her birthday. Hanna: Remember it’s a secret. Don’t tell her about it!

Zsófi ____________________________________________________________________.

3. Mother: Anna, your room is a mess! If you don’t clean your room, you won’t be able to go out this weekend.

Anna____________________________________________________________________.

4. George: I’m going to the store. Shall I buy milk? Susan: No, I bought some yesterday.

George __________________________________________________________________.

5. Mary: Amy’s apartment is on the 4th floor. The lift is broken, so we’ll have to take the stairs. Rachel: No, the sign says the lift is working again! I’m so glad.

Mary and Rachel __________________________________________________________.

6. Mrs. Smith: Calculators are not allowed on this test.

The students ______________________________________________________________.

7. John: What time does our flight leave tomorrow? Fred: Our flight leaves at 7:00pm. It’s very important that we arrive at the airport on time.

John and Fred ____________________________________________________________.

Part B: My Hungarian friend invited me to her home for a meal next weekend. Give me three pieces of advice. Use at least two different modals: must, mustn’t, or needn’t.

8. You _____________________________________________________________________

_________________________________________________________________________.

9. _________________________________________________________________________

_________________________________________________________________________.

10. _________________________________________________________________________

_________________________________________________________________________.

II. The Test Rozenboom 7

III. First Conditional (2 points each – 32 points) Complete these sentences using the correct forms of the words in parentheses. Use the first conditional. Pay attention to word order, especially in questions. Dialogue 1

Jack: If __________________________ (you / not / leave) my room right now,

__________________________ (I / tell) Mom that you are the one who broke her

favorite plate.

Sarah: If __________________________ (you / say) that, __________________________ (I /

tell) her it was you who got mud all over the carpet.

Jack: Fine, if __________________________ (you / leave), __________________________ (I

/ do) the washing up for you after supper.

Sarah: It’s a deal!

Dialogue 2

Éva: The weather report for tomorrow doesn’t look good. What __________________________

(we / do) about the picnic if __________________________ (it / rain)?

Ashley: If __________________________ (it / rain), __________________________ (we /

invite) everyone here.

Éva: If __________________________ (we / invite) everyone here, what

__________________________ (we / eat)? We can’t barbecue inside.

Ashley: You’re right. I’ll buy things to make sandwiches. That way,

__________________________ (we / be) ready if __________________________ (it /

rain). Or if __________________________ (the weather / be) good,

__________________________ (we / eat) sandwiches at our picnic.

Éva: Great idea!

II. The Test Rozenboom 8

IV. Reading (2 points each – 20 points)

Read the text and answer the questions. There are more questions on the next page. You may want to look at the questions before reading the text.

Americans celebrate Independence Day on the Fourth of July every year. On July 4, 1776, in Philadelphia, the American settlers signed the Declaration of Independence. This document announced that the United States would no longer be a part of Great Britain. That date is considered the birthday of the USA, even though they had voted to declare independence two days earlier, on July 2. It didn’t become an official holiday until 1870 in spite of the fact that people celebrated it before then. Independence Day is the most important patriotic holiday in the USA, and it is the biggest celebration of the summer for many families. People display the American flag in front of their home or business. Many people also wear red, white, and blue to show their pride in their country.

A lot of Americans celebrate the Fourth of July by having a picnic or a barbecue with family and friends. Common foods include hot dogs, hamburgers, corn on the cob, coleslaw, watermelon, ice cream and apple pie. There are even hot dog and watermelon eating contests. In some parts of the country, it is common to spend the day at a lake where people go swimming, boating, and water skiing. Some families enjoy camping for the entire weekend. Others prefer to go to a baseball game or play baseball in their own backyard. Each year, many cities and towns organize parades to celebrate this American festival. The town of Gatlinburg, Tennessee, holds their annual parade at midnight on July 4, so they can say they have the first Independence Day parade every year.

The most popular way of celebrating Independence Day is with fireworks. Some people like to buy their own fireworks to light with their family and friends. Many people attend a large fireworks show hosted by their city. The capital of the U.S.A., Washington, D.C., and other major cities organize huge celebrations. Macy’s, the same company who hosts the Thanksgiving Day Parade, organizes New York City’s fireworks display, which is the largest in the country. Over 40,000 fireworks are used in the show. Celebrities perform patriotic and popular music. People across the country watch it on TV. There is a serious side to the celebrations too. At Independence Day parades and shows, Americans honor soldiers and remember those who have died.

1. _____ Declare most closely means a. continue b. announce c. fight for d. decide

2. _____ The year 1870 is important because it was a. the first birthday of the U.S.A. b. the year that Independence Day became an official holiday. c. the year that Washington, D.C., became the capital of the U.S.A. d. the first celebration of the Fourth of July.

II. The Test Rozenboom 9

3. _____ Which of these is not mentioned in the text as a way Americans honor their country on Independence Day?

a. Hanging a flag b. Honoring soldiers c. Wearing red, white, and blue d. Listening to speeches

4. _____ Coleslaw is something you a. Eat b. Play c. Watch d. Do

5. _____ Which of these is not mentioned as a popular activities on Independence Day? a. swimming. b. volleyball. c. camping. d. baseball.

6. _____ Gatlinburg, Tennessee, is famous for their a. hot dog eating contest. b. baseball team. c. parade. d. fireworks show.

7. _____ Annual means a. small. b. expensive. c. yearly. d. outdoor.

8. _____ Someone who is patriotic a. is very proud of their country. b. organizes a parade. c. is a fireworks professional. d. loves camping.

9. _____ Where is the biggest fireworks show on the Fourth of July? a. Philadelphia b. Tennessee c. Washington, D.C. d. New York City

10. _____ Which sentence, underlined above, summarizes the main idea of the whole text? a. On July 4, 1776, in Philadelphia, the American settlers signed the Declaration of

Independence. b. Independence Day is the most important patriotic holiday in the USA, and it is the

biggest celebration of the summer for many families. c. A lot of Americans celebrate the Fourth of July by having a picnic or a barbecue

with family and friends. d. The most popular way of celebrating Independence Day is with fireworks.

III. Listening Transcripts

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Listening I. Transcript Listen to the descriptions of how people greet each other in different countries. Write the letter of the picture or pictures that match each description.

1. In Japan, the common greeting for both men and women is to bow when they greet

someone, instead of giving a handshake or a hug. 2. In Arab countries, close male friends or colleagues hug and kiss both cheeks. Contact

between men and women in public is considered inappropriate. 3. In Belgium, both men and women kiss on one cheek when they meet. It doesn’t matter

how well they know each other. 4. Like many places, kissing on cheeks is a popular custom in Latin America. It is

also common, however, for a man to kiss a woman’s hand after a soft handshake. 5. When meeting someone for the first time, Chinese people usually nod their heads and

smile, or shake hands in a formal situation. 6. In Russia, the typical greeting is a very firm handshake. Between men and women, it is a

little less firm. It is considered proper to kiss women three times on the cheek. 7. French people shake hands with their friends and often kiss them on both cheeks. They

also do this to say goodbye. 8. In Albania, men shake hands when greeting one another. When a man meets a female

relative, a kiss on each cheek, or two times on each cheek, is common. 9. In the USA, it is normal for men to shake hands when they meet, but it is quite unusual

for men to kiss when they greet each other. If they know each other well, they may pat each other on the back while shaking hands.

10. In Armenia, by tradition, a woman needs to wait for the man to offer his hand for the handshake. Between good friends and family members, a kiss on the cheek and a light hug are also common.

Adapted from https://www.moveoneinc.com/blog/relocations/greeting-customs-around-the-world/ and http://www.hotelresortinsider.com/news_story.php?news_id=134506&cat_id=8

III. Listening Transcripts

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Listening II. Transcript Alice has many things planned this weekend. Her friends have many plans too, and they want her to join them. You will hear three dialogues between Alice and her friends. The first time you listen, mark whether she accepts or declines the invitation. The second time you listen, use the words provided to fill in Alice’s schedule. Dialogue 1 Alice: Hi Emily! What’s up? Emily: Hey Alice! Nothing much. Hannah and Avery are coming over on Friday at 7:00 to hang out. Would you like to come? Alice: I’d love to, thanks! I’m going shopping with Alicia in the afternoon, but I’m free in the evening. Shall I bring something to eat? Emily: You needn’t bring any food; we’re going to order pizza. You can bring a DVD if you want to. Alice: Ok. Great! See you Friday! Emily: See you! Dialogue 2 Stephen: Hey Alice! How’s it going? Alice: Good, Stephen. How are you? Stephen: I’m great. Some friends and I are going to play basketball in the park on Saturday. Do you fancy joining us? Alice: I’d love to, but I can’t. It’s my uncle’s birthday and our family is having a barbecue. Stephen: But we’re playing in the morning. We’re going to meet up at 10:00, and we’ll be done before lunch. Alice: Really? That sounds great! I’ll definitely be there. Stephen: Glad you can make it! See you later. Alice: Bye. Dialogue 3 Sarah: Hi Alice! How are you? Alice: Hi Sarah! I’m fine, and you? Sarah: I’m good. Listen, Gábor, Réka and I are going to the cinema on Sunday at 4. Why don’t you come along? Alice: I’m sorry, but I won’t be able to make it. I have so many things to do on Friday and Saturday that I’m going to have to do homework all day on Sunday! Sarah: All day? That’s a shame. Sorry you can’t make it. Alice: Me too. Maybe next weekend! Sarah: Ok! Talk to you later. Alice: Bye!

IV. Achievement Test Scoring Procedures

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The Unit 7 Achievement Test will be scored out of a possible 122 points. This score will

be converted into a percentage and graded according to the school’s standard grading scale for

unit tests. The Hungarian school system uses the numbers 1-5 to indicate grades instead of letters

A-F. The school’s grading scale is shown here:

Grade Percent Range Score Range on Unit 7 Test 5 90% - 100% 110 - 122 4 80% - 89% 98 – 109 3 65% - 79% 79 – 97 2 50% - 64% 61 – 79 1 Below 50% 0 – 60

This achievement test will figure into the student’s course grade according to the standard

Hungarian procedure of recording and averaging students’ grades not scores or percentages. As

with other unit tests, this grade will be recorded in red and weighted to double other grades the

student receives in the class.

The answer key for the test follows this page.

V. Achievement Test Answer Key

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Answer Key Unit 7 Test – Pre-intermediate Solutions

I. Listening (2 points each – 20 points)

1. __H___ 4. __J___ 7. __A___

2. __G___ 5. __D___ 8. __F___

3. __B___ 6. __E___ 9. __C___

10. __I___

II. Listening (2 points each – 20 points)

1. Alice accepts / declines Emily’s invitation.

2. Alice accepts / declines Stephen’s invitation.

3. Alice accepts / declines Sarah’s invitation.

Alice’s diary

Friday Saturday Sunday

Morning

Play basketball

Do homework

Afternoon

Go shopping

Do homework

Evening Watch a DVD

Have a barbecue Do homework

III. Must, Mustn’t, Needn’t (3 points each – 30 points) Parts A and B are both scored on a 3 point scale:

3 – Demonstrates comprehension. Sentence uses a modal correctly and logically in context. Sentence is error free.

2 – Demonstrates comprehension. Sentence uses a modal correctly and logically in context, but the sentence contains other grammatical errors.

1 – Demonstrates comprehension. Sentence is logical in context, but the modal is not used or used incorrectly. There may or may not be other errors.

0 – Does not demonstrate comprehension. May be a sentence fragment, unintelligible response or no response.

V. Achievement Test Answer Key

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III. First Conditional (2 points each – 32 points) 2 – Correct verb form and correct word order 1 – Correct verb form, words out of order 0 – Incorrect verb form Dialogue 1 Dialogue 2

1. you don’t / do not

2. I’ll / I will tell

3. you say

4. I’ll / I will tell

5. you leave

6. I’ll / I will do

7. What ‘ll / will we do

8. it rains

9. it rains

10. we’ll / we will invite

11. we invite

12. what ‘ll / will we eat

13. we’ll / we will be

14. it rains

15. the weather is

16. we’ll / we will

IV. Reading (2 points each – 20 points)

1. __B___ 2. __B___ 3. __D___ 4. __A___ 5. __B___ 6. __C___ 7. __C___ 8. __A___ 9. __D___ 10. __B___

VI. Oral Presentation Scoring Procedures Rozenboom 15

Presentation – An Unusual Festival

In this unit we have talked about several unusual festivals, such as water throwing, cheese rolling, and bull running. There are many more unusual festivals around the world. Choose one to research and prepare a short presentation (3 minutes) for your classmates.

Your presentation must include:

• an introduction that o gets the attention of your audience o tells us the name of the festival and its basic purpose

• basic details about the festival o Where is it held? o When and/or how often is it held? o Who attends this festival? o Is there any cost to attend? o What are the rules of the festival?

! e.g. What must participants do? o What is the history of the festival? o Any other interesting facts you want to include

• a conclusion that o restates the main idea o tells us whether or not you would like to attend and why

Your presentation should be about 3 minutes long. It mustn’t be less than 2 minutes or more than 4 minutes.

You must create a PowerPoint or poster with both words and pictures to go along with your presentation.

After you have heard about all of the festivals, you will choose one of the festivals you would most like to attend. Write a short paragraph (5-8 sentences) in which you:

• Give your opinion about the festival you would most like to attend • Give a reason why • Summarize the information you learned in your classmate’s presentation about it

You must listen carefully to all of your classmates’ presentations. You may want to take notes while you listen.

VII. Oral Presentation Scoring Procedures

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The following pages show how students’ oral presentations will be evaluated. The form

on the next page (17) will be shown to students while they are preparing for the presentation, and

this is where the teacher will mark their scores. The rubric on pages 18-19 contains the specific

criteria for each score in each category. It will not be shown to students. The teacher will need to

be quite familiar with the rubric before scoring students, as it is quite complex. Essentially, it is

my attempt at creating reliability and concrete feedback for students, while still scoring the

presentation holistically.

As explained in section 4 of this project regarding the scoring of the achievement test,

Hungarian schools use the numbers 5-1 which correspond to American A-F grades. Grades for

this presentation will be determined according to the following chart, which is also on feedback

form that the student will receive:

5 4 3 2 1 Excellent

(40 – 36)

Good

(35 – 28)

OK

(27 – 20)

Needs Improvement

(19 – 12)

Does not meet expectations

(11 – 7)

I wanted to give the students a holistic grade for their presentation. For example, a student who

scores in the 4 (B) category on all the criteria would receive a score of 31/ 40. This is 78%,

which is at best a 3 or C on most grading scales. Thus, I have scaled the grades in the way you

see here.

As explained in section 4, standard practice in Hungarian schools determines the

student’s final course grade based on the average of students’ grades not scores or percentages.

This presentation will be weighted singly against the other class grades, so it will have half the

weight of the achievement test.

VIII. Oral Presentation Rubrics

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Name: _________________________ Class: ______ An Unusual Festival – Unit 7 presentation

:D ! " :/ #

Content • Do you have a clear beginning, middle

and end? • Do you get your audience’s attention? • Is your presentation informative and

interesting?

5 4 3 2 1

Grammar • Do you communicate clearly?

5 4 3 2 1

Vocabulary • Is your language interesting? • Do you explain words that your audience

might not know?

5 4 3 2 1

Volume & Pronunciation • Do you speak loudly enough? • Is your speech clear and understandable?

5 4 3 2 1

Fluency • Did you practice but not memorize? • Can you explain when you forget a word?

5 4 3 2 1

Body Language • Are you relaxed… not too relaxed? • Do you keep eye contact with your

audience?

3 2 1

Visual Aid • Is it neat and interesting… or distracting?

2 1 0

Time

2

1

0

Written response • Did you show you understood the

presentation by retelling the most important details of the festival?

• Did you give your opinion and a reason? • Did you check your grammar, spelling and

punctuation?

8-7

6 – 5

4 – 3

2 – 1

Comments: Total score of presentation: _____/ 40

5 4 3 2 1 Excellent

(40 – 36)

Good

(35 – 28)

OK

(27 – 20)

Needs Improvement

(19 – 12)

Does not meet expectations

(11 – 7)

VIII. Oral Presentation Rubrics

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Content • clear beginning, middle and end

• grabs the audience’s attention.

• Information is complete and presented in an interesting, easy-to-follow way.

• has a beginning, middle and end

• Attempts to grab the audience’s attention

• All basic information about the festival is included

• has an introduction or conclusion but not both

• Some awareness of audience

• Most basic information is included

• may not have a clear beginning, middle and end, but information generally flows logically

• Basic awareness of audience

• Missing some details

• No clear introduction or conclusion

• Difficult to follow • Little awareness of

audience • Basic information is

incomplete

5 4 3 2 1 Grammar • Almost error-free

• Varied sentence structure

• A few errors never interfere with comprehension

• May make errors with complex structures

• Some errors occasionally interfere with comprehension.

• Mostly simple sentences

• Frequent errors sometimes interfere with comprehension

• Mostly simple sentences

• Many errors make the presentation difficult to understand

5 4 3 2 1 Vocabulary • Colorful and

descriptive but not beyond comprehension of speaker or audience

• New words are explained to audience

• Specific and appropriate

• New words may not be explained to the audience, but speaker demonstrates comprehension

• Vocabulary is accurate but basic

• No new words • OR speaker may not

demonstrate comprehension of 1 or 2 terms

• Vocabulary is limited • No new words • OR speaker may not

demonstrate comprehension of several terms

• Vocabulary is limited • OR clearly well

beyond the level of both speaker and audience

5 4 3 2 1 Volume & Pronunciation

• Always loud enough • Pronunciation is clear

and accurate throughout

• Always loud enough • A few errors rarely

interfere with comprehension

• Usually loud enough • Some errors

occasionally interfere with comprehension

• Sometimes loud enough

• Frequent errors sometimes interfere with comprehension

• Rarely loud enough • AND/OR frequent

errors make comprehension difficult

5 4 3 2 1 Fluency • Speaks fluently with

appropriate pacing and no unnatural pauses

• uses circumlocution instead of pausing to search for words

• Presentation is rehearsed; not memorized or read

• Mostly fluent with a few hesitations and restatements

• Presentation may be memorized or read

• Some hesitations and restatements

• Presentation may be memorized or read

• Many hesitations and restatements

• Some sentences left incomplete

• Presentation memorized or read, more practice needed

• Speech is slow and uneven

• Long pauses are distracting

• Presentation appears completely unrehearsed

5 4 3 2 1

VIII. Oral Presentation Rubrics

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!

Body Language

• Body language is natural and appropriate to context (e.g. stands up straight but not stiff)

• Gestures and movement are purposeful • Eye contact is consistent

• Mostly good posture; sometimes leans / sways

• OR stands too stiffly • Gestures and movements mostly

purposeful • Some eye contact

• Often leans or sways • Gestures are distracting Little attempt to make eye contact

3 2 1 Visual Aid • Creative and informative, adds to

presentation and does not distract • Easy to understand • Neatly done

• Mostly neat and informative, but not very original

• Some slides may include too much information (words or pictures) to be helpful

• Some elements may seem out of place

• No visual aid • OR Distracting (e.g. very sloppy or too

many pictures/words)

2 1 0 Length • 2 - 4 minutes • 1-2 or 4-5 minutes • Less than 1 min. or more than 5

2 1 0 Written Response

• Demonstrates understanding • True summary – not just

quotes of some facts • Gives opinion • Gives a reason • Almost no errors

• Demonstrates understanding • Attempts to summarize • Gives opinion • Gives a reason • Few errors occasionally

interfere with comprehension

• Demonstrates some understanding

• Gives facts from presentation but not a summary

• May not state both opinion and reason for opinion

• Many errors sometimes interfere with comprehension

• Demonstrates little understanding

• Gives very few facts from presentation

• May not state opinion or reason

• Frequent errors often interfere with comprehension

8-7 6-5 4-3 2-1