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Assessment Development Unit
Cycle 3, Grades 9-12 Speaking-based Assessed Project Guidance Academic Year 2019/20 Term 1 (September – November 2019)
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Table of Contents
1.0 Introduction 3
2.0 Why an Assessed Project? 3
3.0 How should the project be structured? 4
4.0 What resources will be provided? 4
5.0 How will the students’ work be assessed? 5
6.0 How long should the project take? 5
7.0 How should the students be involved in the planning of the project? 5
8.0 What if the student misses some or all of the project lessons? 6
9.0 What if a student plagiarises someone else’s work? 6
10.1 Speaking-based Assessed Project Template, Levels 3-4 (Appendix 1A) 7
10.2 Speaking-based Assessed Project Template, Levels 5-6 (Appendix 1B) 12
10.3 Speaking-based Assessed Project Template, Levels 7-8 (Appendix 1C) 17
11.0 Student-friendly Rubric (Appendix 2) 22
12.1 Teacher’s Rubrics (Appendix 3) 23
13.1 Class Scoresheet, Levels 3-6 (Appendix 4A) 30
13.2 Class Scoresheet, Levels 7-8 (Appendix 4B) 32
14.1 Student Feedback Form (Appendix 5) 34
15.1 Target NELCF Student Learning Objectives (Appendix 6) 35
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1.0 Introduction
Cycle 3 Teachers will be asked to create a Speaking-based Assessed Project for their students in
Term 1. The project should take the format of a series of team activities across a number of lessons,
in which the students plan for, prepare, and deliver a final product in the form of a speaking-based
exercise. The outcomes which are being assessed (and the criteria for assessing them) are
prescribed and must be the core focus when conducting and evaluating the project work.
It is important that each stage of the project is planned to guarantee every student the opportunity
to showcase their speaking skills. This might be achieved through, e.g.:
• Presenting an idea
• Evaluating an issue
• Problem solving tasks
• Debating or discussing an issue
• Analysing or describing advantages and disadvantages
Regardless of the type of project chosen, the teacher should plan to ensure every student’s
participation throughout.
The teachers will have the flexibility to choose the content and activities for the project to reflect
themes covered by the English Coursebook within the term; or themes covered by another EMI
subject in Term 1. This is to help ensure the choice of topic will best match the students’ interests
and their strengths.
The Speaking-based Assessed Project carries 90% of the Continuous Assessment mark for Term
1 (i.e. 9% of the student’s final mark for the year).
2.0 Why an Assessed Project?
The Speaking-based Assessed Project (SAP) is intended as a platform for the continuous
assessment of speaking-based learning outcomes, including those interactive outcomes which are
difficult to assess in an exam scenario. To this end, the rubric for the students’ work throughout the
project reflects a number of targeted, level-specific Student Learning Outcomes (SLOs). See
Appendix 6 for the list of target SLOs.
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3.0 How should the project be structured?
While giving the teachers a large degree of flexibility in creating the project, it is expected that it will
be divided in three stages:
• Introduction stage – activities intended to familiarise students with the project (e.g.: teacher’s
presentation, brainstorming, or students’ survey). The purpose of this stage is to explain the
aims of project and to decide on the format and theme of the project. If different groups within
the class complete different projects, one SAP Template (Appendix 1A, 1B and 1C) should
be completed for each distinct project.
• Interaction stage – at least one lesson in which students co-operate to create their project.
The structure of this stage should facilitate assessment of the target SLOs as students work
towards their final product. Types of activities that might be included: questionnaires,
brainstorming, peer assessment activities, group discussions, debates, etc.
• Presentation stage – one lesson to facilitate the assessment of the target SLOs as students
deliver their final product. The final project might take the following formats: video, podcast,
role play, theatrical performance, poster presentation, etc.
You may also wish to include a stage where some IP-specific target language is reviewed, to
encourage integration into their final project delivery.
4.0 What resources will be provided?
Teachers will be provided with the following:
• this Teachers’ Guide
• Speaking-based Assessed Project Template
• Student-friendly Rubric
• Teacher’s Rubric
• Class Scoresheet
• Example SAP for each level
• Student Feedback Form
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The SAP Template is a form that the teacher must complete while planning and revising the project.
It is designed to help the teacher focus on key aspects of the project. It also serves as a record of
work completed.
Please refer to the Example SAP for ideas on how the project could be conducted and what types
of projects and activities might be suitable for each level. These are intended as examples rather
than ready-made projects to be copied. Nonetheless, as they reflect relevant coursebook themes,
they can be used by teachers as a contingency measure.
5.0 How will the students’ work be assessed?
The teacher is to use the Teacher’s Rubric for the relevant level (Appendix 3), and the class
scoresheets (Appendix 4A or 4B) to make a holistic assessment of each student’s achievement
across the assessment criteria.
Furthermore, as a continuous assessment task, the rubric is also designed to reward effort,
participation, soft skills and progress (as they relate to the target learning outcomes) rather than
strictly an assessment of English level proficiency. While the evaluation of student performance is
intended to be holistically assessed over the whole project period, some stages of the project will
clearly be more targeted by certain criteria than others. Therefore, before starting, teachers should
familiarise themselves with the rubric and consider how it links to the different project stages.
6.0 How long should the project take?
The teacher may determine the exact timing and the length of the project, bearing in mind that it
should start after at least one full coursebook unit has been completed and should be finished before
November 17th 2019 prior to the Term 1 summative assessments. The project will require at least
three lessons to accommodate the three stages planned, though may be extended for additional
periods as required. Time should also be allocated to providing students with feedback on their
project work. To this end, a Student Feedback Form has been provided in Appendix 5.
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7.0 How should the students be involved in the planning of the project?
Student participation in choosing the themes, activities, student grouping for the project, etc. is
encouraged. It does remain the teacher’s responsibility, however, to create a robust plan that will
ensure assessment of the target SLOs for the level.
8.0 What if a student misses some or all of the project lessons?
Each student is expected to be present for all project lessons. For any authorised absence (i.e.
when proof of a valid reason is produced), please arrange an opportunity for the student to complete
any work missed at another date and assess interactive elements based on general class
participation. In cases of unauthorised absence, use the rubric as normal but penalise the students
for any aspects which cannot be assessed due to absence (e.g. they missed all stages where
Participation could be assessed) with an automatic score of 1 for that criteria. For any students
absent without reason for the entire duration of the project, the teacher is to arrange an opportunity
to make an alternative presentation that will be marked accordingly, with interactive elements of the
rubric (Responding appropriately, Asking and answering questions / Turn-taking and Participation)
awarded only the minimum mark of 1. Any student who fails to attend or deliver any follow-up work
is to be given a baseline score of 25% in Al Manhal.
9.0 What if a student plagiarises someone else’s work?
Please ensure the students are familiar with the standards of academic integrity. You may want to
use some of the introduction stage to ensure this. If any part of a student’s work is plagiarised or
copied, the student is to be given a chance to redo the work in question. If it can be proven that only
copied or plagiarised work has been presented, the student is to be given a 0 mark for ‘Presentation
of ideas’, with other aspects marked according to merit. Plagiarism should also be addressed post-
project using the Student Feedback Form provided (Appendix 5).
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Appendix 1A
Cycle 3 Term 1 (2019-2020) Speaking-based Assessed Project Template
Levels 3 - 4
The purpose of this template is to:
• assist teachers with the development of effective Speaking-based Assessed Project
• ensure the project is effectively aligned with NELCF outcomes
• provide a record of work for school and ADU purposes
It is the teacher’s responsibility to ensure that projects are:
• suitable to be assessed via the rubric
• designed to meet the NELCF outcomes
• appropriate and manageable for students
Please familiarise yourself with the Teacher’s Guide and AP Examples for relevant levels.
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NELCF Level: ________ Class: ________ School: ________________
NELFC outcomes:
Level 3
• En.3.S.IP.1 Express own ideas using
range of words, set phrases and
expressions
• En.3.S.IP.2 Retell stories and personal
experiences using a range of familiar
words, set phrases and expressions
• En.3.S.IP.3 Ask and answer questions
on familiar topics
• En.3.S.IP.4 Participate in simple
interactions on familiar topics
• En.3.L.CS.1 Listen and respond
appropriately to peers and adults
Level 4 * (Not used in Term 1)
• En.4.S.IP.1 Express own ideas, feelings and
emotions
• En.4.S.IP.2 Retell stories and personal
experiences using a range of phrases and
expressions
• En.4.S.IP.3 Ask and answer simple open-
ended questions on familiar and concrete
topics
• En.4.S.IP.4 Participate in simple interactions on
familiar and concrete topics
• En.4.L.CS.1 Listen and respond appropriately
to peers and adults
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Pre-project Plan
If projects significantly differ within one class, use one template per project group.
Project title & brief
overview:
• To be decided by teacher. To demonstrate
use of the target functional language, for level
3, the title should include one of the phrases:
‘…present your …’
‘…make suggestions…
Students:
• Class/names of students in group(s)
Introduction stage:
• Describe initial preparatory activities
• Use Student-friendly Rubric to discuss the
grading scheme (Appendix 2 in the Teacher’s
Guide)
During project planning, ensure activities meet
the requirements for the assessment of NELCF
outcomes.
Interaction stage:
• List key activities
• List interactions expected/assessed
Ensure activities facilitate the meeting of NELCF
outcomes listed above and the use of IP-relevant
language.
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Presentation stage:
• List key activities
• Indicate mode of delivery
Ensure activities facilitate the meeting of NELCF
outcomes, especially S.IP 1 - 3. This may take the
format of questions/comments about peers’ work.
Peer-evaluation:
• List any peer-evaluation undertaken during or
after the project.
Coursebook and/or
cross-curricular
coverage:
• List resources provided to students (handouts,
tasks, reading resources)
• Detail units/ lesson covered and/or cross-
curriculum content.
• List language outcomes (lexical,
grammatical, functional) which you will
encourage students to use.
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Post-project Overview
Materials collected:
• List materials collected from the students
during the projects
Ensure these are correctly labelled and stored for
review/audits procedures.
Post-project feedback:
• List feedback provided to students
Any issues experienced:
• List cases of absenteeism
• List cases of plagiarism
• Other factors (timing issues, classroom
management, etc.)
Ensure attachment of relevant documentation.
Optional: Additional
notes during or after the
task:
Teacher: ________________ Signature: ________________ Date Completed: ________________
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Appendix 1B
Cycle 3 Term 1 (2019-2020) Speaking-based Assessed Project Template
Levels 5 - 6
The purpose of this template is to:
• assist teachers with the development of effective Speaking-based Assessed Project
• ensure the project is effectively aligned with NELCF outcomes
• provide a record of work for school and ADU purposes
It is the teacher’s responsibility to ensure that projects are:
• suitable to be assessed via the rubric
• designed to meet the NELCF outcomes
• appropriate and manageable for students
Please familiarise yourself with the Teacher’s Guide and AP Examples for relevant levels.
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NELCF Level: ________ Class: ________ School: ________________
NELFC outcomes:
Level 5
• En.5.S.IP.1 Express own ideas,
opinions and personal perspective
• En.5.S.IP.2 Retell detailed information
from stories and personal experiences
• En.5.S.IP.3 Ask and answer questions
for clarification, elaboration and
understanding
• En.5.S.IP.4 Initiate and participate in a
range of interactions on familiar and
concrete topics
Level 6
• En.6.S.IP.1 Express own ideas and respond to
the ideas of others
• En.6.S.IP.2 Retell detailed information from
stories and personal experiences
• En.6.S.IP.3 Ask and answer questions for
clarification, elaboration and understanding
• En.6.S.IP.4 Initiate and participate in a wide
range of interactions on familiar and concrete
topics
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Pre-project Plan
If projects significantly differ within one class, use one template per project group.
Project title & brief
overview:
• To be decided by teacher. To demonstrate use
of the target functional language, for levels 5-6,
the title should include one of the phrases:
‘…present your opinion on…’
‘…discuss how to improve…’
‘…present your idea for …’
‘…describe the advantages/
disadvantages of…’
Students: • Class/names of students in group(s)
Introduction stage:
• Describe initial preparatory activities.
• Use Student-friendly Rubric to discuss the
grading scheme (Appendix 2 in the Teacher’s
Guide).
During project planning, ensure activities meet the
requirements for the assessment of NELCF
outcomes.
Interaction stage:
• List key activities
• List key interactions expected/assessed
Ensure activities facilitate the meeting of NELCF
outcomes listed above and the use of IP relevant
language.
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Presentation stage:
• List key activities
• Indicate mode of delivery
Ensure activities facilitate the meeting of NELCF
outcomes, especially S.IP 1 - 3. This may take the
format of questions/ comments about peers’ work.
Peer-evaluation:
• List any peer-evaluation undertaken during or
after the project.
Coursebook and/or
cross-curricular
coverage:
• List resources provided to students (handouts,
tasks, reading resources)
• Detail units/ lesson covered and/or cross-
curriculum content.
• List language outcomes (lexical, grammatical,
functional) which you will encourage students
to use.
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Post-project Overview
Materials collected:
• List materials collected from the students
during the projects
Ensure these are correctly labelled and stored for
review/audits procedures.
Post-project feedback:
• List feedback provided to students
Any issues
experienced:
• List cases of absenteeism
• List cases of plagiarism
• Other factors (timing issues, classroom
management, etc.)
Ensure attachment of required documentation.
Optional: Additional
notes during or after
the task:
Teacher: ________________ Signature: ________________ Date Completed: ________________
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Appendix 1C
Cycle 3 Term 1 (2019-2020) Speaking-based Assessed Project Template
Levels 7 - 8
The purpose of this template is to:
• assist teachers with the development of effective Speaking-based Assessed Project
• ensure the project is effectively aligned with NELCF outcomes
• provide a record of work for school and ADU purposes
It is the teacher’s responsibility to ensure that projects are:
• suitable to be assessed via the rubric
• designed to meet the NELCF outcomes
• appropriate and manageable for students
Please familiarise yourself with the Teacher’s Guide and AP Examples for relevant levels.
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NELCF Level: ________ Class: ________ School: ________________
NELFC outcomes:
Level 7
• En.7.S.IP.1 Express, elaborate on and
justify own ideas
• En.7.S.IP.2 Participate in structured
discussions responding appropriately
to the contributions of others
• En.7.S.IP.3 Initiate and maintain
interactions on some unfamiliar
concrete topics
Level 8
• En.8.S.IP.1 Express, elaborate on and justify
own ideas and respond to those of others
• En.8.S.IP.2 Participate in structured
discussions, responding to and building on the
contributions of others
• En.8.S.IP.3 Initiate and maintain interactions on
familiar and unfamiliar topics
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Pre-project Plan
If projects significantly differ within one class, use one template per project group.
Project title & brief
overview:
• To be decided by teacher. To
demonstrate use of the target functional
language, for Levels 7-8, the title should
include one of the phrases:
‘…debate the
advantages/disadvantages of…’
‘…give your opinion on…’
Students: • Class/names of students in group(s)
Introduction stage:
• Describe initial preparatory activities.
• Use Student-friendly Rubric to discuss
the grading scheme (Appendix 2 in the
Teacher’s Guide).
During project planning, ensure activities
meet the requirements for the assessment
of NELCF outcomes.
Interaction stage:
• List key activities
• List key activities interactions
expected/assessed
Ensure activities facilitate the meeting of
NELCF outcomes listed above and the use
of IP relevant language.
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Presentation stage:
• List key activities
• Indicate mode of delivery
Ensure activities facilitate the meeting of
NELCF outcomes, especially S.IP 1 - 3. This
may take the format of questions/
comments about peers’ work.
Peer-evaluation:
• List any peer-evaluation undertaken
during or after the project.
Coursebook and/or
cross-curricular
coverage:
• List resources provided to students
(handouts, tasks, reading resources)
• Detail units/ lesson covered and/or
cross-curriculum content.
• List language outcomes (lexical,
grammatical, functional) which you will
encourage students to use.
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Post-project Overview
Materials collected:
• List materials collected from the
students during the projects
Ensure these are correctly labelled and
stored for review/audits procedures.
Post-project feedback:
• List feedback provided to students
Any issues
experienced:
• List cases of absenteeism
• List cases of plagiarism
• Other factors (timing issues, classroom
management, etc.)
Ensure attachment of required
documentation.
Optional: Additional
notes during or after
the task:
Teacher: ________________ Signature: ________________ Date Completed: ________________
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Appendix 2
Cycle 3 Term 1 (2019-2020)
Speaking-based Assessed Project
Student-friendly Rubric
Levels 3 - 4
Asking and answering questions
Participation Presentation of ideas Range of language attempted
Responding appropriately
Ask and answer a
range of questions.
Take part in class
activities.
Share ideas for the
project clearly.
Use taught language
and grammar in the project.
Listen and reply to
your teacher and classmates.
Level 5 - 6
Asking and answering questions
Participation Presentation of ideas Range of language attempted
Responding appropriately
Ask and answer a range of questions to
ask for and give additional information.
Take part in class activities.
Bring new ideas and
share them with classmates.
Share ideas for the project clearly.
Make sure to share
your own ideas when presenting your
project.
Use taught language and grammar when
communicating your ideas.
Listen and reply to your teacher and
classmates during the project.
Clearly share and
expand on your own ideas when asked.
Level 7 - 8
Participation Presentation of
ideas
Coherence of
Ideas
Range of
language attempted
Turn-taking Responding
appropriately
Take part in class
activities.
Bring new ideas to the class and
share them with classmates.
Share own ideas,
opinions and experiences
clearly and confidently when
presenting your project.
Use the correct
language to structure your
ideas for your teacher and
classmates.
Use taught
language and grammar when
communicating your ideas.
Communicate with
classmates using the correct
language for discussions.
Listens and reply
to all interactions.
Share your ideas and develop your
project through interactions with
classmates.
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Appendix 3
Cycle 3 Term 1 (2019-2020) –
Speaking-based Assessed Project
Teacher’s Rubric
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Teacher’s Rubric, Level 3
Band En.3.S.IP.3
Asking and answering questions
En.3.S.IP.4
Participation
En.3.S.IP.1 /
En.3.S.IP.2 Presentation of ideas
En.3.S.IP.1 /
En.3.S.IP.2 Range of language
attempted
En.3.L.CS.1
Responding appropriately
3
(consistent achievement)
• Student asks more
than one question effectively
• Student answers questions in full
• Student participates in
various interactions consistently
• Student is engaged in a positive manner
• Student contributions
are constructive
• Student expresses
ideas / experiences with clarity and
confidence
• Student is easily understood
• Student has shown effort to communicate
own ideas effectively and consistently
.
• Student consistently
applies Supplementary
Syllabus taught
• Subject specific language is mostly
used throughout the presentation though
minor inaccuracies may exist
• Student consistently
listens to teacher and peers during the
project period
• Student consistently responds fully and
accurately to questions and
requests from teacher and peers during the
project period
• Student responds
appropriately to questions from teacher or peers
during presentation
2
(some demonstrated
achievement)
• Student asks at least one question
effectively
• Student answers questions adequately
• Student participates in class interactions
inconsistently
• Student is not engaged at all times
• Student makes some contributions
• Student shows effort when presenting
ideas / experiences but does so
inconsistently
• Clarity of presentation is
inconsistent
• Presentation is short
• Some original ideas are presented but these are not the
main focus of the presentation
• Student applies Supplementary
Syllabus examples with scaffolding
• Student uses subject-specific language with scaffolding
• Inaccuracies are evident but
understanding is clear
• Student inconsistently listens to teacher and
peers during the project period
• Student occasionally but inconsistently responds
appropriately to questions and
requests from teacher and peers during the
project period
• Student attempts a
response to a question from a
teacher or peer; but may not fully address
the question during presentation
1
(insufficient achievement)
• Student does not ask questions
• Student does not
answer questions adequately
• Student has little or no participation in group
interactions
• Student anticipates
contributions to be made by other group
members
• Student communicates ideas
insufficiently
• Length of content
might cause difficulty in understanding
• Effective communication of message is not
achieved
• Student uses examples of new
language infrequently when presenting,
apart from one or two isolated examples
• Some, limited examples of new
language may be used repetitively
• Student barely or never responds
appropriately to questions/comments
from the teacher or peers at any stage
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Teacher’s Rubric, Level 4
Band En.4.S.IP.3
Asking and answering questions
En.4.S.IP.4
Participation
En.4.S.IP.1
Presentation of ideas
En.4.S.IP.2
Range of language attempted
En.4.L.CS.1
Responding appropriately
3
(consistent achievement)
• Student asks more
than one open-ended question
effectively
• Student answers a range of open-ended
questions in full
• Student participates
in various interactions
consistently
• Student is engaged in a positive manner
• Student contributions are constructive
• Student expresses
ideas / experiences and related feelings
with clarity and confidence
• Student is easily understood
• Student has shown
effort to communicate own
ideas and feelings effectively and
consistently
• Student applies
Supplementary Syllabus taught,
consistently
• Subject specific language is mostly
used throughout the presentation though
minor inaccuracies may exist
• Student consistently
listens to teacher and peers during the
project period
• Student consistently responds fully and
accurately to questions and
requests from teacher and peers during the
project period
• Student responds
appropriately to questions from
teacher or peers during presentation
2 (some
demonstrated achievement)
• Student asks at least one question effectively
• Student answers open-ended questions
adequately
• Student participates in class interactions inconsistently
• Student is not engaged at all times
• Student makes some
contributions
• Student shows effort when presenting ideas / experiences
and feelings but this is inconsistent
• Clarity of presentation is inconsistent
• Presentation is short
• Some original ideas and feelings are
presented but these are not the main
focus of the presentation
• Student applies Supplementary Syllabus examples
with scaffolding and support
• Student uses subject-specific language with
scaffolding and support
• Inaccuracies are evident but
understanding is clear
• Student inconsistently listens to teacher and peers during the
project period
• Student occasionally responds
appropriately to questions and
requests from teacher and peers during the
project period but this is inconsistent
• Student attempts a response to a
question from a teacher or peer; but
may not fully address the question during
presentation
1
(insufficient achievement)
• Student does not ask questions
• Student does not answer questions
adequately
• Student has little or no participation in
group interactions
• Student anticipates
contributions to be made by other group
members
• Student communicates ideas
insufficiently
• Length of content
might cause difficulty in
understanding
• Effective communication of
message is not achieved
• Student uses examples of new
language infrequently when
presenting, apart from one or two
isolated examples
• Some, limited
examples of new language may be
used repetitively
• Student barely or never responds
appropriately to questions/comments
from the teacher or peers at any stage
26
Teacher’s Rubric, Level 5
Band En.5.S.IP.3
Asking and answering questions
En.5.S.IP.4
Participation
En.5.S.IP.1
Presentation of ideas
En.5.S.IP.2
Range of language attempted
En.5.S.IP.1-4
Responding appropriately
3
(consistent achievement)
• Student asks more
than one question to clarify meaning or
ask for more information
• Student answers a range of questions in full to clarify
meaning or ask for more information
• Student participates
in various interactions
consistently
• Student is engaged in a positive manner
• Student contributions are constructive
• Student helps initiate new topics or bring others into
discussions
• Student expresses
ideas and opinions with clarity and
confidence
• Student is easily understood
• Student has shown effort to
communicate own opinions and
personal perspectives on
topic effectively and consistently
• Student consistently
applies Supplementary
Syllabus taught to provide detailed
information when presenting, though
minor inaccuracies may exist
• Subject specific language is mostly used throughout the
presentation though minor inaccuracies
may exist
• Student responds
appropriately to the task or interaction at
hand and contributes fully
• Student consistently responds fully and accurately to
requests for elaboration or
clarification during the project period
• Student aids clarity with further
presentation of their own ideas and perspective
2
(some demonstrated
achievement)
• Student asks at least one question for
clarification, elaboration or
understanding
• Student answers at least one question
adequately for clarification,
elaboration or understanding
• Student participates in class interactions
inconsistently
• Student is not engaged at all times
• Student makes some contributions
• Student initiates interaction at least once
.
• Student shows effort when presenting
ideas / experiences and feelings but this
is inconsistent
• Clarity of presentation is
inconsistent
• Presentation is short
• Some original ideas and personal perspective are
presented but these are not the main
focus of the presentation
• Student applies Supplementary
Syllabus examples with scaffolding and
support for further detail when
presenting
• Student uses subject-specific
language with scaffolding and
support
• Inaccuracies are
evident but understanding is
clear
• Student contribution in responding
appropriately to the task or interaction at
hand may be inconsistent
• Student responds appropriately to at least one request for
elaboration or clarification though
may not fully answer
1 (insufficient
achievement)
• Student does not ask clarification
questions
• Student does not answer clarification
questions adequately
• Student has little or no participation in
group interactions
• Student anticipates contributions to be
made by other group members
• Student communicates ideas
insufficiently
• Length of content might cause
difficulty in understanding
• Student does not communicate message effectively
• Student makes little to no apparent effort
to share own ideas in relation to project
• Student uses examples of new
language infrequently when
presenting, apart from one or two
isolated examples
• Some, limited examples of new
language may be used repetitively
• No topic-specific, detailed information is provided
• Student barely or never responds
appropriately to what is asked of them or
the task/interaction at various stages of
the project.
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Teacher’s Rubric, Level 6
Band En.6.S.IP.3
Asking and answering questions
En.6.S.IP.4
Participation
En.6.S.IP.1
Presentation of ideas
En.6.S.IP.2
Range of language attempted
En.6.S.IP.1
Responding appropriately
3
(consistent achievement)
• Student asks a
range of question to clarify meaning or
ask for more information
• Student fully answers a range of questions to clarify
meaning or ask for more information
• Student participates
in various interactions
consistently
• Student is engaged in a positive manner
• Student contributions are constructive
• Student helps initiate new topics or bring others into
discussions
• Student expresses
ideas and opinions with clarity and
confidence
• Student is easily understood
• Student has shown effort to
communicate own opinions and
personal perspectives on
topic effectively and consistently
• Student consistently
applies Supplementary
Syllabus taught to provide detailed
information when presenting, though
minor inaccuracies may exist
• Subject specific language is mostly used throughout the
presentation though minor inaccuracies
may exist
• Student responds
appropriately to the task or interaction at
hand and contributes fully
• Student consistently responds fully and accurately to
requests for elaboration or
clarification during the project period
• Student aids clarity with further
presentation of their own ideas
2 (some
demonstrated achievement)
• Student asks at least one question for clarification,
elaboration or understanding
• Student answers at least one question adequately for
clarification, elaboration or
understanding
• Student participates in class interactions inconsistently
• Student is not engaged at all times
• Student makes some
contributions
• Student initiates interaction at least
once
• Student shows effort when presenting ideas / experiences
and feelings but this is inconsistent
• Clarity of presentation is inconsistent
• Presentation is short
• Some original ideas and personal
perspective are presented but these
are not the main focus of the
presentation
• Student applies Supplementary Syllabus examples
with scaffolding and support for further
detail when presenting
• Student uses subject-specific language with
scaffolding and support
• Inaccuracies are evident but
understanding is clear
• Student contribution in responding appropriately to the
task or interaction at hand may be
inconsistent
• Student responds to an idea expressed by
a peer or teacher at least once
• Student responds appropriately to at
least one request for elaboration or
clarification though may not fully answer
1 (insufficient
achievement)
• Student does not ask clarification questions
• Student does not answer clarification
questions adequately
• Student has little or no participation in group interactions
• Student anticipates contributions to be
made by other group members
• Student communicates ideas insufficiently
• Length of content might cause
difficulty in understanding
• Student does not communicate message effectively
• Student makes little to no apparent effort to share own ideas
in relation to project
• Student uses examples of new language
infrequently when presenting apart
from one or two isolated examples
• Some, limited examples of new
language may be used repetitively
• No topic-specific, detailed information is provided
• Student barely or never responds appropriately to what
is asked of them or the task/interaction
at hand or to the ideas of others at the
various stages of the project.
28
Teacher’s Rubric, Level 7
Band En.7.S.IP.3
Participation
En.7.S.IP.1
Presentation of ideas
En.7.S.IP.1
Coherence of ideas
En.7.S.IP.1-3
Range of language
attempted
En.7.S.IP.2
Turn-taking
En.7.S.IP.2
Responding appropriately
3 (consistent
achievement)
• Student consistently
participates in various
interactions in class
• Student is fully engaged in class
interactions
• Student often
initiates and maintains
interaction in a positive and constructive
manner
• Student expresses ideas
and opinions with clarity and
confidence
• Students can fully elaborate
on and justify ideas and
opinions as required
• Student has shown effort to
communicate own opinions and personal
perspectives on topic effectively
and consistently
• Student expands own
ideas through clear and
consistent signposting
throughout
• Student ensures that
the argument and
relationship between ideas
is easy to follow
• Student consistently
applies Supplementary
Syllabus taught to provide
detailed information
when presenting,
though minor inaccuracies
may exist
• Subject specific language is
mostly used in all discussions,
though minor inaccuracies
may exist
• Student demonstrates
consistent appreciation of
the conventions of asking,
responding, initiating and
interjecting within a
structured discussion.
• Student responds appropriately to
the task or interaction at
hand throughout the project
stages
• Student consistently
responds appropriately to
the contributions of others within a
structured discussion
throughout the project stages
2 (some
demonstrated achievement)
• Student inconsistently participates in
various interactions in
class
• Student is not engaged in
class interactions at
all times
• Student makes
at least one initiation of
interaction and/or attempts
to repair / maintain the
interaction
• Student shows effort when presenting own
ideas and elaborates on
and/or justifies them, but this is
to a limited degree
• Some original ideas and personal
perspective are presented but
these are not the main focus
of the presentation
• Student shows some ability to link ideas and
show relationship
between them when
expanding on them
• Student ensures that the argument
and relationship
between ideas is easy to
follow, but this may not be
consistent
• Student applies Supplementary Syllabus
examples with scaffolding and
support for further detail
when contributing to
all discussions
• Student uses subject-specific
language with scaffolding and
support
• Inaccuracies are
evident but understanding is
clear
• Student shows some awareness of appropriate
turn-taking in asking others'
opinions, interjecting, etc.
• Student does not apply interaction conventions
consistently
• Student contribution in responding
appropriately to the task or
interaction at hand may be
inconsistent
• Student responds appropriately to
at least one contribution of a
peer within a structured
discussion
1
(insufficient achievement)
• Student has little or no
participation in the dynamic of
the group interactions
• Student anticipates other
group members to structure,
initiate and sustain
interaction
• Student does not demonstrate
ability to elaborate on and
justify own ideas
• Student
expresses ideas in a basic,
limited way
• Student does not contribute
sufficiently to clearly
demonstrate their own
perspective on the topic.
• Student may not make any
attempt to expand on their
ideas
• Student
attempt lacks coherence and
cohesion
• Student attempt lacks
clarity
• Student does not use new
language frequently, apart
from one or two isolated
examples
• Some, limited
examples of new language may
be used repetitively
• Student does not elaborate on own position or
does not contribute to the
discussion due to lack of
language
• Student consistently
demonstrates little to no
understanding of appropriate turn-
taking conventions in
structured discussion (e.g.
consistently interrupting or
refusing to respond).
• Student barely or never
responds appropriately to
what is asked of them, the
task/interaction at the various
stages of the project or to the
contributions of others.
29
Teacher’s Rubric, Level 8
Band En.7.S.IP.3
Participation
En.7.S.IP.1
Presentation of ideas
En.7.S.IP.1
Coherence of ideas
En.7.S.IP.1-3
Range of language
attempted
En.7.S.IP.2
Turn-taking
En.7.S.IP.1/2
Responding appropriately
3 (consistent
achievement)
• Student consistently
participates in various
interactions in class
• Student is fully engaged in class
interactions
• Student often
initiates and maintains
interaction in a positive and constructive
manner
• Student expresses own
ideas and opinions with
clarity and confidence
• Students can fully elaborate on and justify
own ideas and opinions as
required
• Student has
shown effort to communicate own opinions
and personal perspectives on
topic effectively and consistently
• Student expands own
ideas through clear and
consistent signposting
throughout
• Student ensures that
the argument and
relationship between ideas
is easy to follow
• Student consistently
applies Supplementary
Syllabus taught to provide
detailed information
when presenting,
though minor inaccuracies
may exist
• Subject specific language is
mostly used in all discussions,
though minor inaccuracies
may exist
• Student demonstrates
consistent appreciation of
the conventions of asking,
responding, initiating and
interjecting within a
structured discussion.
• Student responds
appropriately to the task or
interaction at hand throughout
the project stages
• Student consistently responds
appropriately to and builds upon
the contributions of others within a
structured discussion
2 (some
demonstrated achievement)
• Student inconsistently participates in
various interactions in
class
• Student is not engaged in
class interactions at
all times
• Student makes
at least one initiation of
interaction and/or attempts
to repair / maintain the
interaction
• Student shows effort when presenting own
ideas and elaborates on
and/or justifies them, but this is
to a limited degree
• Some original ideas and personal
perspective on the topic are
presented but these are not
the main focus of the
presentation
• Student shows some ability to link ideas and
show relationship
between them when
expanding on them
• Student ensures that the argument
and relationship
between ideas is easy to
follow, but this may not be
consistent
• Student applies Supplementary Syllabus
examples with scaffolding and
support for further detail
when contributing to all
discussions
• Student uses subject-specific
language with scaffolding and
support
• Inaccuracies are
evident but understanding is
clear
• Student shows some awareness of appropriate
turn-taking in asking others'
opinions, interjecting, etc.
• Student does not apply interaction conventions
consistently
• Student contribution in responding
appropriately to the task or
interaction at hand may be
inconsistent
• Student responds to and
builds upon the contribution of
others within a structured
discussion, at least once
1 (insufficient
achievement)
• Student has little or no participation in
the dynamic of the group
interactions
• Student
anticipates other group members
to structure, initiate and
sustain interaction
• Student does not demonstrate ability to
elaborate on and justify own ideas
• Student expresses ideas
in a basic, limited way
• Student does not contribute sufficiently to
clearly demonstrate
their own perspective on
the topic.
• Student may not make any attempt to
expand on their ideas
• Student attempt lacks
coherence and cohesion
• Student attempt lacks clarity
• Student does not use new language
frequently, apart from one or two
isolated examples
• Some, limited examples of new
language may be used
repetitively
• Student does not elaborate on
own position or does not
contribute to the discussion due
to lack of language
• Student consistently demonstrates
little to no understanding of
appropriate turn-taking
conventions in structured
discussion (e.g. consistently
interrupting or refusing to
respond).
• Student barely or never responds
appropriately or fully to what is
asked of them, the task /
interaction at the various
stages of the project or to the
contributions of others
30
Appendix 4A: Class Scoresheet, Levels 3 - 6 Cycle 3 Term 1 Speaking-based Assessed Project Level: ________________; Class: ______________; Teacher: ______________
Student name A
skin
g a
nd a
nsw
ering
questio
ns
(Out of
3)
Part
icip
atio
n
(Out of
3)
Pre
senta
tion o
f id
eas
(Out of
3)
Range o
f la
nguage
attem
pte
d
(Out of
3)
Respondin
g
appro
priate
ly
(Out of
3)
To
tal
Sco
re
(Out of
15)
e.g.: Ali Saif Saad 2 3 1 3 2 11
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
31
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
Project Marks Conversion Chart Levels 3 - 6
Project Score (out of 15)
Score (out 100)
4 27
5 33
6 40
7 47
8 53
9 60
10 67
11 73
12 80
13 87
14 93
15 100
32
Appendix 4B: Class Scoresheet, Levels 7 - 8 Cycle 3 Term 1 Speaking-Based Assessed Project Level: ________________; Class: ______________; Teacher: ______________
Student name P
art
icip
atio
n
(Out of
3)
Pre
senta
tion o
f id
eas
(Out of
3)
Cohere
nce o
f id
eas
(Out of
3)
Range o
f la
nguage
attem
pte
d
(Out of
3)
Turn
-takin
g
(Out of
3)
Respondin
g
appro
priate
ly
(Out of
3)
To
tal
Sco
re
(Out of
18)
e.g.: Ali Saif Saad 2 3 2 3 1 3 14
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
33
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
Project Marks Conversion Chart Level 7 - 8
Project Score
(out of 18)
Score
(out 100) 5 28
6 33
7 39
8 44
9 50
10 56
11 61
12 67
13 72
14 78
15 83
16 89
17 94
18 100
34
Appendix 5 Student Feedback Form
Speaking-based Assessed Project Feedback Form (2019-2020)
Student Name: Class: Date: Teachers comments: Students comments:
Signed: ______________________
Signed: ______________________
35
Appendix 6 Target NELCF Student Learning Outcomes for Term 1 Speaking-based Assessed Project
NELCF level Learning Outcomes for the SAP
3
• En.3.S.IP.1 Express own ideas using range of words, set phrases and expressions
• En.3.S.IP.2 Retell stories and personal experiences using a range of familiar words, set phrases and expressions
• En.3.S.IP.3 Ask and answer questions on familiar topics
• En.3.S.IP.4 Participate in simple interactions on familiar topics
• En.3.L.CS.1 Listen and respond appropriately to peers and adults
4
• En.4.S.IP.1 Express own ideas, feelings and emotions
• En.4.S.IP.2 Retell stories and personal experiences using a range of phrases and expressions
• En.4.S.IP.3 Ask and answer simple open-ended questions on
familiar and concrete topics
• En.4.S.IP.4 Participate in simple interactions on familiar and concrete topics
• En.4.L.CS.1 Listen and respond appropriately to peers and adults
5
• En.5.S.IP.1 Express own ideas, opinions and personal perspective
• En.5.S.IP.2 Retell detailed information from stories and personal experiences
• En.5.S.IP.3 Ask and answer questions for clarification, elaboration and understanding
• En.5.S.IP.4 Initiate and participate in a range of interactions on familiar and concrete topics
6
• En.6.S.IP.1 Express own ideas and respond to the ideas of others
• En.6.S.IP.2 Retell detailed information from stories and personal experiences
• En.6.S.IP.3 Ask and answer questions for clarification, elaboration
and understanding
• En.6.S.IP.4 Initiate and participate in a wide range of interactions on familiar and concrete topics
7
• En.7.S.IP.1 Express, elaborate on and justify own ideas
• En.7.S.IP.2 Participate in structured discussions responding
appropriately to the contributions of others
• En.7.S.IP.3 Initiate and maintain interactions on some unfamiliar concrete topics
8
• En.8.S.IP.1 Express, elaborate on and justify own ideas and respond to those of others
• En.8.S.IP.2 Participate in structured discussions, responding to and
building on the contributions of others
• En.8.S.IP.3 Initiate and maintain interactions on familiar and unfamiliar topics