worksheet

DAVID ASHARI112084219

Worksheet for the implementation of Informal and Formal Process Assessment in a Classroom Setting

Worksheet 1

Worksheet for Informal Process Assessment (Listening)

Make a list of teacher’ activities (non-verbal behavior) a teacher might do during the informal process assessment:

1. The teacher moves around the room observing what the students are doing.

2. The teacher checks every student’s learning materials.

3. The teacher asks the students whether they have been ready or not to listen to the recording

4. The teacher gives some questions which are related to the material

5. The teacher observes students’ responses when disscussed about the materials.

6. The teacher moves around and checks the note of the students

7. The teacher checks the attendance list of the students

Worksheet 1

Worksheet for Informal Process Assessment (Speaking)Make a list of teacher’ activities (non-verbal behavior) a teacher might do during the informal process assessment:



3. The teacher checks every student’s speaking practice.

4. The teacher observes students’ responses by asking question or giving suggestion or opinion.

5. The teacher checks students’ performance.

6. The teacher observes the students activities during class discussion by their responses in giving opinion, suggestion, or question in the post activity.

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David, 01/04/14,

T’s Activities in Listening, Speaking, Reading, and Writing classes?

David, 01/04/14,


Worksheet 1

Worksheet for Informal Process Assessment (Reading)Make a list of teacher’ activities (non-verbal behavior) a teacher might do during the informal process assessment:



3. The teacher gives pre-reading questions and observes the sudents’ responses.

4. Asking the students to be a volunteer to read the text.

5. The teacher checks the students’ note from their reading

6. The teacher checks the students’ assignment.

7. The teacher checks students’ understanding about reading materials.

8. The teacher asks the sudents to answer some questions.

Worksheet 1

Worksheet for Informal Process Assessment (Writing)Make a list of teacher’ activities (non-verbal behavior) a teacher might do during the informal process assessment:



3. The teacher checks students’ activity during the class.

4. The teacher checks students’ work.

5. The teacher observes students’ writing.

Worksheet 2

Worksheet for Informal Process Assessment (Listening)Make a list of verbal expressions a teacher might say during the informal process assessment:

1. Can you hear my voice?

2. Do you know about ....... ?

3. Could you repeat your answer please?

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David, 01/04/14,


David, 01/04/14,


David, 01/04/14,


4. Have you got all informations from the recording?

5. Have you answered these questions?

6. Who wants to answer the first question?

7. Who can answer the last question?

8. Did you have any difficulties

9. Anyone can give conclusion based on the recording?

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Worksheet 2

Worksheet for Informal Process Assessment (Speaking)Make a list of verbal expressions a teacher might say during the informal process assessment:

1. Have you made a description about someone?

2. Any question about how to describe someone?

3. Anybody wants to be a volunteer to describe someone in front of the class?

4. Please, speak loudly and clearly.

5. Pay attention to your pronunciation and grammar.

6. Do you have any difficulties to describe someone?

7. Do you have any difficulties to choose appropriate words?

Worksheet 2

Worksheet for Informal Process Assessment (Reading)Make a list of verbal expressions a teacher might say during the informal process assessment:

1. Have you read the text I asked you to read two days ago?

2. Did you have any difficulties?

3. Did you find any difficult words?

4. Did you know the meaning of difficult words that you found?

5. Have you checked the meaning of the difficult word in the dictionary?

6. Did you get some difficulties to understand the text?

7. Anybody wants to tell the class, what is the text about?

8. What is the main idea of the text?

9. In second paragraph, what is it about?

Worksheet 2

Worksheet for Informal Process Assessment (Writing)Make a list of verbal expressions a teacher might say during the informal process assessment:

1. Check again your grammar and spelling in your paper!

2. You have to write the reference well include the publisher and city!

3. You have to make the outline before writing!

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David, 01/04/14,


David, 01/04/14,


David, 01/04/14,


4. Pay attention to the sequence.

5. Brilliant.

6. Excellent.

7. good

Worksheet 3

Worksheet for Informal Process AssessmentMake a list of written comments a teacher might write on student’s notebook during the informal process assessment:

Listening

1. good answer

2. stay focus on recording

3. Keep take note.

4. Silent please.

5. You may use mind map to make you easier to get all informations.

6. Do not make a distraction. Just focus on the recording

7. Do not make a noise. Let your friend focus on the recording.

Speaking

8. Begin the conversation by greeting.

9. Nice script

10. Go ahead.

11. Use partings in the end of conversation

12. Make a simple words to make it easy

13. Louder, please

14. Be confident

15. Use formal expression when talking with the teacher or the older

16. Practice more

17. Use eye contact with the audience

18. Pay attention to your intonation and pronunciation.

Reading

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toshiba, 12/09/13,

T’s Activities inListening, Speaking, Reading, and Writing classes? Affective factors?

19. Excelent

20. Pay attention to the pronunciation

21. Don’t take too long to read

22. Check the passage again. You miss some informations.

23. Good. Continue your reading and complete your note.

Writing

24. Make an outline first before you start to write

25. Choose the best topic

26. Focus in one topic

27. Good. Go on.

28. Write all your sentences beginning with a capital letter.

29. Excellent

30. Good job

31. Write more difficult words

32. Pay attention to grammar

33. Pay attention to the structure

34. Make summary of every lesson

35. Make it shorter

Worksheet 4

Observation Sheet for Assessing Listening AbilityA Checklist

Sub-skills Assessed

Rating

Appropriate Inappropriate

1. Listening to the recording carefully

2. Taking notes while listening

3. Understanding the idea of the recording played well

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toshiba, 12/21/13,

Sub-skills assessed in Listening, Speaking, Reading, and Writing classes? Affective Factors?

4. Asking about difficult words in the recording actively

5. Answering the questions related to the recording correctly

6. Answering teacher’s questions

Notes: Put a check mark (√) to indicate your rating.

Observation Sheet for Assessing Speaking AbilityA Checklist

Sub-skills Assessed

Rating


1. Fluency

2. Eye contact

3. Intonation

4. Accuracy

5. Expression

6. Self confidence

7. Timing

8. Interaction with audience

9. Pronunciation

10. Diction

11. Body language

12. Performance/style


Worksheet 4

Observation Sheet for Assessing Reading AbilityA Checklist

Sub-skills Assessed

Rating


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toshiba, 12/11/13,


toshiba, 12/09/13,


1. Identify the main idea

2. Looking for the meaning of the difficult words in the dictionary

3. Read the text well

4. Make a note for the new phrase

5. Concentrating in reading the passage

6. Pronunciation

7. The fast of reading

8. Take a note of difficult words

9. Identify the supporting sentence

10. Looking for the synonyms of certain words

11. Looking for the antonyms of certain words


Worksheet 4

Observation Sheet for Assessing Writing AbilityA Checklist

Sub-skills Assessed

Rating


1. To choose the best title for the essay

2. To select the appropriate words used in the essay/ diction

3. To write grammatical sentences

4. To punctuate sentences

5. To organize ideas in the text

6. To develop the contents

7. To achieve paragraph unity

8. To write a coherent paragraph

9. To use capital letter in the beginning of

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toshiba, 12/21/13,


sentences

10. To indent paragraphs

11. To pay attention to things corrected by the teacher

Worksheet 5

Observation Sheet for Assessing Listening AbilityRating Scales

Sub-skills Assessed

Rating

5 4 3 2 1

1. Listening to the recording carefully

2. Taking notes while listening

3. Understanding the idea of the recording played well

4. Asking about difficult words in the recording actively

5. Answering the questions related to the recording correctly

6. Answering teacher’s questions

Notes: Put a check mark (√) to indicate your rating (5 = Very Good, 4 = Good, 3 = Average, 2 = Poor, and 1 = Very Poor) for each performance.

Worksheet 5

Observation Sheet for Assessing Speaking AbilityRating Scales

Sub-skills Assessed

Rating

5 4 3 2 1

1. Fluency

2. eye contact

3. Intonation

4. accuracy

Susanto - UNESA 9

toshiba, 12/09/13,

T’s Activities inListening, Speaking, Reading, and Writing classes? Affective Factors?

toshiba, 12/21/13,


5. Expression

6. Self confidence

7. Timing


9. Pronunciation

10. Diction

11. Body language

12. Performance/ style


Worksheet 5

Observation Sheet for Assessing Reading AbilityRating Scales

Sub-skills Assessed

Rating

5 4 3 2 1








8. Pronunciation

9. Identify the supporting sentence




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toshiba, 12/11/13,


Worksheet 5

Observation Sheet for Assessing Writing AbilityRating Scales

Sub-skills Assessed

Rating

5 4 3 2 1


2. To select the best words used in the essay/ diction







9. To use capital letter in the beginning of sentences



12. To check the writing before submitting

13. To immediately revise the errors

14. To submit the writing on time

Worksheet 6

Observation Sheet for Assessing Listening AbilityPerformance Scoring Sheet

Sub-skills Assessed

Scores

100 90 80

70 60

50 40

30 20

10

1. To listen to the recording carefully

2. To take notes while listening

3. To be able to understand the idea of the recording played

Susanto - UNESA 11

toshiba, 12/21/13,

T’s Activities in Listening, Speaking, Reading, and Writing classes? Affective Factors?

toshiba, 12/21/13,


4. To actively ask about difficult words in the recording

5. To answers the questions related to the recording correctly

6. To answer teacher’s questions

Notes: Put a check mark (√) to indicate the scores (similar to scores in a test) for each performance.

Worksheet 6

Observation Sheet for Assessing Speaking AbilityPerformance Scoring Sheet

Sub-skills Assessed

Scores

100 90 80

70 60

50 40

30 20

10

1. Fluency

2. Accuracy

3. Eye contact

4. Diction

5. Expression

6. Self confidence

7. Timing


9. Pronunciation

10. Intonation

11. Body language

12. Performance/ style


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toshiba, 12/10/13,


Worksheet 6

Observation Sheet for Assessing Reading AbilityPerformance Scoring Sheet

Sub-skills Assessed

Scores

100 90 80

70 60

50 40

30 20

10


2. Identify supporting sentences





7. Pronunciation






Worksheet 6

Observation Sheet for Assessing Writing Ability

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toshiba, 12/11/13,


Performance Scoring Sheet

Sub-skills Assessed

Scores

100 90 80

70 60

50 40

30 20

10


2. To select the appropriate words used in the essay/ diction







9. To use capital letter in the beginning of sentences



12. To check the writing before submitting

13. To immediately revise the errors

14. To submit the writing on time

15. The richness of the contain

16. The originality of the writing


Worksheet 7

Portfolio Assessment Sheet(Example of Assignment: Writing a long essay)

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toshiba, 12/09/13,

Assignments for portfolio?

toshiba, 12/21/13,


I. Planning Stage 5 4 3 2 1

1. Determining the title

2. Writing the outline

3. Collecting references/sources of information

4. Selecting relevant information

5. Making cards

6. Making notes

II. Working Stage 5 4 3 2 1

1. Developing the introduction

2. Developing the body of the essay

3. Making the conclusion

4. Reading activities during essay development

5. Reading speed

6. Writing speed

7. Efforts to complete the task

8. Willingness to complete the task

9. Consult with the teacher or lecturer

10. Correct the mistakes

11. Re-writing the work

12. Re-consult with the teacher or lecturer

III. Final Product 5 4 3 2 1

1. Text grammaticalness

2. Diction

3. Contents richness

4. Sequences

5. Coherence

6. Punctuation

7. Paragraph indent

8. Printing

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Notes: Put a check mark (√) in the space provided, where 5 = Very Good, 4 = Good, 3 = Average, 2 = Poor, and 1 = Very Poor

Worksheet 8

A Journal(An account or a report of thoughts, feelings, reactions, assessments, ideas,

or progress towards goals written by the students which is then responded by the teacher.)

(Entry written by a student)

Today is Monday. I had reading class from 700 to 810. The text read today about the importance of learning English. According to text, English is international language. So it is important for us to be able to speak in it. It important because many people in the world use the language. So it is for us easy to communicate.

The text is difficult and I had difficulties to understand it. But I like it because I want to master this language. I want speak English fluency and I want to know English well because I have a dream to go abroad. In the text, I found some difficulties. For example, I found some strength vocabularies and phrases because I have never seen them. So I must look up the meaning in dictionary. It makes me loss of time in reading.

After reading, the teacher asked the students to discuss the text in group. I discussed the text with my group. We discussed the text each paragraph. We shared the opinion one another. So we could have new information from another member of the group. In the end of discussion, we concluded the text. After that we wrote the report about our discussion and submitted it to the teacher.

In the end of class, the teacher gave the conclusion about the text and gave us homework to answer the following questions from the text.

Response (written by the teacher)

I like your journal. It’s a very good journal. Your English is good enough. There are of course some grammatical mistakes in it but I understand what you mean. Go on writing and don’t be afraid of making mistakes.

Excellent…………….. :-D

Worksheet 9Susanto - UNESA 16

A Conference(A dialog between a teacher and a single student, intended to motivate,

encourage, and/or facilitate learning.)T: I have read your journal. I like it.

S: ………

T: Do you like the text?

S: ……

T: What makes you like it?

S: ……

T: Do you want to go abroad?

S: ……

T: I notice there are some mistakes in your journal. Look at this. Do you know why it’s wrong?

S: …….

T: Why do you feel afraid when I ask you to come forward?

S:…….

T: What makes you nervous when you deliver your speech in front of the class?

S: ……..

T: Actually your pronunciation is good but because you are too nervous so it is little bit trembling, do you think so?

S: ………

T: Your speech is good enough but you lack of expression and gesture when you deliver your speech. So try to be more expressive when you deliver your speech in front of the class?

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S: ………

Notes: Add more questions.

Worksheet 10

An Interview(A dialog between a teacher and a single student, intended to motivate,

encourage, facilitate learning, and or assess results)I. Teacher’s Questions Asking

Student’s Learning Styles and Preferences

Student’s Responses

1. Do you like reading?

2. Do you like listening?

3. Which one do you like better? Reading a book or listening to someone?

4. Why is reading more interesting for you?

5. Do you like to read in quite place or in the crowded place?

6. Why do you like listening to someone?

7. What book do you usually read?

8. Why do you like that book?

9. What kind of music do you like best?

10. Why do you like that kind of music?

11. What is your favorite singer?

II. Teacher’s Questions Asking Students to Assess his/her Own Performance


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1. Let’s talk about the composition you wrote last week. Did you have any difficulties when writing this?

2. What is the most difficulty In selecting the topic?

3. What about ideas that you have to write in your essay?

4. Why did you choose this topic? What was your reason?

5. How did you find the sources of your essay?

6. Are you satisfied with your essay?

7. In finding the references, do you look for the book or online sources?

8. How often do you go to the library in making this essay?

9. Do you need to revise your essay?

III. Teacher’s Questions Requesting Students to Evaluate a Course


1. Today is our seventh meeting in our English class. Right?

2. What do you think about our reading class?

3. You said ‘difficult’. Which part of the lesson is difficult?

4. Why do you think this lesson is difficult?

5. You also said ‘boring.’ Which part of the lesson is boring?

6. Why do you think this class is boring?

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7. Can you tell me how do you think I can make the lesson become interesting?

8. Was my explanation clear for you?

9. Did my explanation use the easy words to understand?

10. Do you enjoy in whole class activity?

IV. Teacher’s Questions Assessing Student’s Oral Productions


1. Hello, Nick. How’re you?

2. We’re here now for a Speaking test.

3. Will you please read this short text? After that I’ll ask you some questions.

4. Can you paraphrase this sentence?

5. What is the passage of the first paragraph?

6. Which one is the main idea?

7. Can you make summary about this text?

8. Do you find any difficult words?

9. How to pronounce this word “change and chance”?

Notes: Add more questions.

Worksheet 11: Performance Assessment

Self- and Peer-assessment(Example: for assessing the student’s own composition or peer’s composition)

Rating

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Sub-skills Assessed 5 4 3 2 1

1. Title of the essay

2. Word spelling

3. Word choice

4. Sentence structure

5. Content

6. Diction

7. Capital and lowercase letter

8. References

9. Grammar

Notes: 5 = Very Good, 4 = Good, 3 = Average, 2 = Poor, and 1 = Very Poor Add more sub-skills to be assessed.

Worksheet 12: Competence Assessment

Self- and Peer-assessment(Example: for assessing the student’s own/peer’s speaking ability)

Sub-skills Assessed

Rating

5 4 3 2 1

I. Listening Ability

1. To determine the topic of the text

2. To identify the main idea

3. To explain the information of the recording

4. To answer the questions

5. To discuss the recording with other friends

II. Speaking Ability 5 4 3 2 1

1. To pronounce words correctly

2. To use grammatical expressions

3. To select appropriate vocabulary

4. To deliver the speech well

5. To have expressions and gesture

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6. To speak fluently

7. To punctuate when deliver speech

8. To pause the speech well

9. To speak in a good order

10. To have good eye contact with audinces

III. Reading Ability 5 4 3 2 1

1. To determine the topic of the text

2. To identify the main idea

3. To answer the questions

4. To find the meaning of the difficult words

5. To find new phrases

6. To find the synonyms of certain word

7. To find the antonyms of certain word

IV. Writing Ability 5 4 3 2 1

1. To select the title


3. To select appropriate words

4. To write good references

5. To write the good content

6. To enrich the vocabulary

7. To make content richness

8. To minimize the ambiguities

Notes: 5 = Very Good, 4 = Good, 3 = Average, 2 = Poor, and 1 = Very Poor Add more sub-skills to be assessed.

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Worksheet 13: Metacognitive Assessment

Self- and Peer-assessment(Example: for assessing the student’s ability to set (future) goals as a follow-

up of his/her learning pursuit)1. I’m planning to buy a book of my own to support my learning of

English.

2. I will always do my homework.

3. I realize the importance of English for my future. I will study harder.

4. I will finish the assignment as early as possible.

5. I will often listen to English conversation to improve my listening ability.

6. I realize my reading ability is still low so that I will read more every day.

7. I am planning to take a conversation course to improve my speaking ability.

8. I am planning to make journal in every lesson not just English lesson.

9. I am planning to memorize ten new vocabularies everyday so that I can increase my vocabularies.

10.I will try to talk to my friends using English in the class.

Notes: These plans/goals are written by the student.

Worksheet 14: Socioaffective Assessment

Self- and Peer-assessment(Example: for assessing the student’s ability to access and improve

motivation, to measure and lower anxiety, and to overcome mental and emotional barriers)

Behaviors Assessed

Rating

5 4 3 2 1

1. Coming to class on time

2. Class attendance

3. Lesson preparation

4. Learning readiness

5. Class participation

6. Involvement in group work

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7. Attitude in the class

8. Politeness

9. the performance of the students

10. the appearance of the students

11. Attention to the lesson

12. Attention to the teacher’s explanation

13. Greeting in the opening and ending the class

14. Disciplines

Notes: 5 = Very High, 4 = High, 3 = Average, 2 = Low, and 1 = Very Low Add more behaviors to be assessed.

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