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How am I graded in Intermediate 8?

EVALUATION SYSTEM

FOR STUDENTS

It is important to remember that at this level, your goals will be to demonstrate your ability to (1)
use vocabulary with more precision, (2) expand the use of your grammar structures, (3) gain
practice in producing oral and written paragraphs when needed, and (4) widen your scope of
talking topics.

The evaluation system in the Intermediate courses is based on (1) in-class continuous
assessment, (2) a final written exam, and (3) an Autonomous Learning Project (ALP), which will
help your teacher assess your performance during the course.

Below, you will find a detailed description of each component.

I. IN-CLASS CONTINUOUS ASSESSMENT

A. Learning objectives/outcomes:

Your evaluation will consist of six (6) learning objectives/outcomes. The score scale is
from 0-2:

 3 learning objectives/outcomes for Speaking


 2 learning objectives/outcomes for Writing
 1 learning objective/outcome for Reading Comprehension

Below, you will find some examples of tasks your teacher will use to assess your performance of
learning objectives/outcomes in class.

SKILL LEARNING OBJECTIVE/OUTCOME ASSESSMENT TASK

Role-play
In pairs, role-play a conversation between a
I can ask someone to solve a problem clerk and a client at a store. The client needs
Speaking
for me using fixed expressions. to ask for information about a service (to get
something done). Use the useful expressions
in the unit when possible.

Narrative
I can write a mid-length narrative about
Write a mid-length narrative about a childhood
Writing a childhood memory following a simple
memory. Use the suggested expressions as
outline in a casual manner.
well as the suggested outline.

Reading quiz
I can read for main ideas, details and
Reading Read in silence and answer a total of four (4)
inference.
multiple-choice questions on a piece of paper.

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B. Scoring:

The speaking objectives/outcomes are assessed following the criteria below:

SPEAKING ASSESSMENT

Score
0 1
Area

The student is mostly unable to use the The student is mostly able to use the target
Accuracy target form(s) to successfully comply with form(s) to successfully comply with the
the speaking task according to the level. speaking task according to the level.

The student is able to communicate ideas


The student is not able to communicate
Communication naturally and fluently most of the time to
ideas naturally and fluently to comply with
Effectiveness comply with the speaking task according to
the speaking task according to the level.
the level.

The writing objectives/outcomes are assessed following this criteria:

WRITING ASSESSMENT

Score
0 1
Area
The student is unable to use the target The student is able to use the target form(s)
Accuracy form(s) most of the time to successfully most of the time to successfully comply with
comply with a specific writing task. a specific writing task.

The student is unable to convey the The student is able to convey the message
Communication message effectively and successfully to effectively most of the time and successfully
Effectiveness comply with a specific writing task to comply with a specific writing task for the
according to the level. level.

These are some examples that will help you understand the evaluation of both speaking and
writing objectives/outcomes in class:

Example 1: You will receive a total of two (2) points when you display:

 Accurate use of target language for task = 1 point


 Effective communication = 1 point

Example 2: You will receive a total of one (1) point when you demonstrate:

 Inaccurate use of target language for task = 0 points


 Effective communication = 1 point

Or…
 Accurate use of target language for task = 1 point
 Ineffective communication = 0 points

Example 3: You will receive a total of zero (0) points when you:

 Inaccurate use of target language for task = 0 points


 Ineffective communication = 0 points

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The reading objective/outcome will be evaluated through a quiz during class. This quiz will have
4 sentences and a multiple choice format and it will measure your ability to understand main ideas
(gist), details (specific and/or factual information), and inferences.

Example: Read the following article and answer the question:

I have terrible memories of my first job. I had


an awful boss who criticized everything I did! I 1. Why was the author so unhappy?
said, “Could I ask you to explain this task?” He
said, “At your age, I would have known what to a) Because he had a lot of work
do.” I said, “I’ve finished the accounts.” He
said, “Oh dear. I wouldn’t have presented b) Because his workplace was far from
them like that.” home
c) Because he had a horrible boss
Imaginary situations: Past, Unit 12, p. 62
Answer: C

The total score range goes from 0 to 2 points.

READING ASSESSMENT

SCORE CRITERIA

2 I answered all four (4) questions correctly.

1 I answered three (3) or two (2) questions correctly.


0 I answered one (1) or zero (0) questions correctly.

II. EXAM:

Final written exam: It measures your ability to understand spoken and written language
and the use and usage of English. It has a duration of 50 minutes.

This exam includes sections for listening comprehension, grammar and vocabulary
use, reading comprehension, question formulation & tasks and open-ended
responses.

The scale for this exam goes from zero (0) to four (4) points and your grade will depend
on how many points (0-70) you obtain in the exam.

The conversion will be done as follows:

70 – 63 = 4 62 – 56 = 3 55 – 49 = 2 48 – 42 = 1 41 and under = 0

Example:
If you get 64 in the exam, then you will obtain 4 points.
If you get 50 in the exam, then you will obtain 2 points.

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III. AUTONOMOUS LEARNING PROJECT (ALP):

You will have one more opportunity to demonstrate your ability to communicate your ideas, solve
a problem, and interact with others in English through the autonomous learning project (ALP).

You will select from a variety of communicative activity/task formats that your teacher will give
you to prepare your project, such as role-plays, presentations, stories, etc. Most importantly, you
will have the possibility to use language and functions learnt in the course, to work individually, in
pairs or in groups, and to use your creativity and imagination.

Your evaluation will consider four important aspects: the organization of your presentation, its
content, your accurate, natural, and fluent use of language structures needed for the task; and
your effective use of presentation support (intonation, gestures, visuals, videos, etc.)

The score scale goes from 0 to 4 based on the following:

Scores

CRITERIA Outstanding Quite Good Average Lacking Poor


(4) (3) (2) (1) (0)
Descriptors
Appropriate use of Inappropriate use
Appropriate use of Appropriate use barely enough of Appropriate use of of all or almost all
*Appropriate all or almost all of of many of the the target few of the target of the target
use of the target language target language language forms language forms language forms
language
forms necessary forms necessary necessary for the necessary for the needed for the
(articulate and
for the task. for the task. task. task. Makes task.
accurate)
Comprehensibility Comprehensibility Comprehensibility comprehensibility Comprehensibility
is effortless. is not affected. is not significantly difficult. is significantly
affected. affected.
On task.
Off task.
Very effective and On task. On task. On task, but
Logical Very ineffective.
creative, logically Quite effective, Moderately ineffective.
Organization Continuously unclear
structured all or logically structured effective, logically Disorganized most
and disorganized all
almost all of the many of the times. structured at times of the times.
the time.
times.
All or almost all of
Content is
Adequate the content is Much of the content Much of the content All content is
moderately
Content adequate and is adequate for the is inadequate inadequate for the
adequate for the
pertinent for the task. content for the task. task.
task.
task.
Moderately Inadequate or No use of
Outstanding use of Quite adequate use
Presentation adequate use of insufficient use of presentation
presentation support of presentation
Support presentation support presentation support support
(intonation, gestures, support (intonation,
(intonation, (intonation, (intonation,
visuals, videos, etc.) gestures, visuals,
(visual, auditory, gestures, visuals, gestures, visuals, gestures, visuals,
appropriate and videos, etc.)
paralinguistic) videos, etc.) videos, etc.) videos, etc.)
pertinent for the appropriate for the
appropriate for the appropriate for the appropriate for the
task. task.
task. task. task.

Remember to prepare your presentation well and rehearse it with your classmates to
successfully complete and present your project in an impressive fashion.

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