Presenters: Justin, Flona, AnitaDec. 26, 2011

Alternative AssessmentOral Presentation about

Interesting Topic

OBJECTIVES Promote students’ motivation

Decrease students’ anxiety“learning English is happy”

Encourage students to express as possible as

they can

Build up students’ autonomy

Authentic materials

CLASSROOM BACKGROUND

Selective A2 level course

3 hours per week

30 students in the class

Background music (ex: light music)

STUDENTS BACKGROUND

Undergraduates are from different countries

Non-English major students

Suggest students selecting A1 level course before to the A2 level course

THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR)

 

level description C2 Can understand with ease virtually everything heard or read. Can summarize information from different spoken and

written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

C1 Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express himself/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a

concrete type. Can introduce himself/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR)

Adapted from: http://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages

PROCEDURE-1

Students choose an Interesting topic for their own oral presentation in 35 mins

4-5 reporters every week Teacher plays background music at the

beginning of the class The music would stop when activities begin Short intro. in 5 mins Audience may select topics

PROCEDURE-2

Separate into small groups for each presentation

Oral presentation in 20 minsTeacher would observe and make notes during

the presentationQ&A session in 10 minsSpeakers and audience must finish assessment sheet with background music

RUBRICS

Teacher’s observation & holistic evaluation Self-evaluation

Peer-evaluation

HOLISTIC RUBRIC-1

5-Excellent Clearly describes the question studied and provides strong reasons for its importance. Specific information is given to support the conclusions that are drawn and described. The delivery is engaging and sentence structure is consistently correct. Eye contact is made and sustained throughout the presentation. The visual aid is used to make the presentation more effective. Questions from the audience are clearly answered with specific and appropriate

information.

4-Very Good Describe the question studied and provides reasons for its importance. An adequate amount of information is given to support the conclusions that are drawn and

described. The visual aid is mentioned and used. Questions from the audience are answered clearly.

HOLISTIC RUBRIC-23-Good Describe the question studied and conclusions are stated, but supporting information is

not as strong as a 4 or 5. The delivery and sentence structure are generally correct. -There is some indication of

preparation and organization. -The visual aid is mentioned. Questions from the audience are answered.

2-Limited State the question studied but fails to describe it fully. No conclusions are given to answer the question. The delivery and sentence structure are understandable, but with some errors. Evidence of preparation and organization is lacking. The visual aid may or may not be mentioned. Questions from the audience are answered with only the most basic response.

1-Poor Make a presentation without stating the question or its importance. The topic is unclear and no adequate conclusions are stated. The delivery is difficult to follow. There is no indication of preparation or organization. Questions from the audience receive only the most basic or no response.

0 No oral presentation is attempted.

Adapted from: http://www.utexas.edu/academic/ctl/assessment/iar/students/report/rubrics-oral.php

SELF-EVALUATION

How do you think about your performance? Such as fluency or time control in the presentation.

How does the audiences’ reaction and performance? Please write the description includes positive and negative points.

Do you clearly express the main idea in the presentation? After conducting the interesting activity, does it enhance your

learning motivation or lower anxiety? For the presentation, give yourself a cool score.(1~10) If you have other comments, please write down there as

clearly as possible.

PEER-EVALUATION After listening to the presentation, do you get the

general ideas of that topic?(Brief summary) Does the presentation still enhance your interest in the

topic? Does the expressing way of the speechmaker is clear? Do

you understand the concept without ambiguity? Do you learn some information and knowledge from the

presentation? After listening to the presentation, do you want to have

further information about this topic? If you have other comments, please write down as

clearly as possible.

Q & A

THANKS FOR YOUR ATTENTION

HAPPY NEW YEAR