SCHOOL BASED ORAL ASSESSMENTENGLISH LANGUAGE [LOWER SECONDARY FORM]

By JAMALINA ISMAIL

FORMS TO FILL [by PENTAKSIR appointed] STUDENTS ACHIEVEMENT RECORD

Sample Full name, identity card number, best score for each term,

signature Oral test to be done at least twice per year

SBOA REPORT Sample Written in English and in details [comments & suggestions] For form 1&2 KPS needs to sum up overall reports as final report PKW will collect the final report

FORMS TO FILL [by PENTAKSIR appointed] STUDENT’S ACHIEVEMENT REPORT

Sample To be filled every year to give to students

LAPORAN PENTAKSIR Sample To be filled in once per year Written in Malay The reports must be concise and accurate

SBOA FILES Necessary items:

File labels [sample] Name list

The columns are name, best score TERM 1, best score TERM 2, and Remarks

Copy of the SBOA REPORT written STUDENTS ACHIEVEMENT RECORD forms Evidences pocket

SCORING CRITERIAEXCELLENT

[12 – 15]

GOOD [8 – 11]

SATISFACTORY [4 – 7]

WEAK [1 – 7]

NOT ATTEMPTED [0]EXEMPTED [no marks allotted]

Next

EXCELLENT [12 – 15]Construct Band Descriptors Grammar and Vocabulary • Excellent use of sentence

structures to convey intended meaning effectively •Correct and accurate use of grammatical structures•Interesting expression used appropriately and effectively

Pronunciation and Intonation • Excellent pronunciation and intonation to convey intended meaning correctly •Very clear articulation, enunciation and word stress

Fluency and Rhythm • Very fluent speech •Very smooth flow of coherent ideas presented through the effective use of discourse markers

Ethics and Mannerism • Respond with excellent mannerism using polite expressions and utterances •Show interest and enthusiasm

GOOD [8 – 11] Construct Band Descriptors Grammar and Vocabulary • Correct use of sentence structures to

convey intended meaning effectively •Correct use of grammatical structures•Good control of language in terms of the range of vocabulary and expressions used with minor slips that do not disrupt meaning

Pronunciation and Intonation

• Correct pronunciation and intonation most of the time with occasional slips•Clear articulation, enunciation and word stress

Fluency and Rhythm • Fluent speech with occasional pauses•Smooth flow of coherent ideas presented through the effective use of discourse markers

Ethics and Mannerism • Respond with good and appropriate mannerism using polite expressions and utterances •Show some interest and enthusiasm

SATISFACTORY [4 – 7] Construct Band Descriptors Grammar and Vocabulary

• Satisfactory use of sentence structures with some errors but meaning is generally clear•Adequate use of language with some grammatical errors but meaning is mostly clear•Fair control of language in terms of vocabulary and expressions, meaning is generally understood although there are some mistakes

Pronunciation and Intonation

• Satisfactory pronunciation and intonation with some words wrongly pronounced but meaning is not distorted•Satisfactory articulation, enunciation and word stress

Fluency and Rhythm • Fairly fluent speech with frequent pauses•Flow of ideas is interrupted by the use of appropriate discourse markers

Ethics and Mannerism • Respond with satisfactory mannerism using a few polite expressions and utterances •Show a little interest and enthusiasm

WEAK [1 – 3]

Construct Band Descriptors Grammar and Vocabulary

• Minimal use of sentence structures with consistent errors which distorts meaning•Excessive grammatical errors which distort meaning

Pronunciation and Intonation

• Poor pronunciation and intonation but meaning may or may not be distorted •Attempt to articulate but flawed by poor pronunciation and word stress

Fluency and Rhythm • Lack fluency with minimal or no utterance•Minimal or no flow of ideas

Ethics and Mannerism • Respond impolitely and in an inappropriate manner•Show no interest and enthusiasm

MODEL INDICATOR

MODEL 1 : STUDENT – TEACHER MODEL 2 : STUDENT – LISTENER

MODEL 3 : STUDENT – PROMPTER MODEL 4 : PAIR WORK

MODEL 5 : GROUP WORK

MODEL 1 : STUDENT – TEACHER Teacher will ask series of questions to answer

individually Questions based on chart, timetable or picture Example, students could :

Explain information in table Describe something from picture Give instructions based on picture Provide relevant information Provide relevant opinion

Teacher should ask questions according to level of difficulty, for example: Questions with short answers (what, when, where, why) Then, questions that requires describing and explaining

MODEL 2 : STUDENT – LISTENER Individual student pick a topic and speak

about it in class No questions or any interruption Example, student could:

Describe something Narrate a story or incident Present information from charts, tables, etc Give opinion on a topic

Students should prepare beforehand

MODEL 3 : STUDENT – PROMPTER Students assessed in pair One student will ask the questions (prompter)

and the other will answer the questions Teacher will only observe and evaluate Example, students could:

Presenting information based on picture Giving descriptions Narrating an event or story Asking and giving opinion

Teacher should guide students to use WH-questions according to level of difficulty beforehand

MODEL 4 : PAIR WORK Involves two students Similar to student-prompter but the teacher

will join in with questions when necessary Example, students could :

Talk and share information Asking and giving directions or instructions Making enquiries Role-playing

Students could use map or picture or prepare a situation for a role-playing

MODEL 5 : GROUP WORK Done in groups of three or four students Students could:

Talk and share information Give opinions Give reasons or explanation

Students should play an active part in the conversation

More like a discussion on a topic or issue (agreeing or disagreeing) either given by teacher or chosen by students

THANK YOU