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Capstone 1 - Assessment

 This is for a writing prompt in the course: Teach English Now! Capstone Project 1 by Arizona State University through Coursera. 

Hopefully, you've taken some time to think a graded or ungraded assessment for your lesson. Now, write and share your assessment activity. Remember that your activity should

  • directly assess each of the lesson's objectives.

  • be SUMMATIVE (evaluates students’ performance so that teachers can make a decision based on their performance).

  • assess knowledge (learning how to apply memorized information to achieve a specific goal).

  • be authentic, or as close to real-world situations as possible.

  • require a constructed response, and not be simple multiple-choice or yes/no types of questions.

  • involve higher-order (critical) thinking skills, requiring students to analyze information, evaluate ideas and create a response.

LESSON 1

✅ BASIC

Lesson Objectives:

  • Students will be able to identify the basic parts of simple speech (subject, verbs, object) and will be able to answer W-H questions.

  • Students will be able to answer 5 simple sentences in a correct sentence structure.

  • Students will be able to create at least a 10-sentence journal entry introducing their family members at the end of the lesson to demonstrate their understanding.

Assessment

The students’ works will be assessed through peer-review and teacher evaluation, using the same rubric. The average of 2 peer-reviews will take up 40% of the grade and the teacher evaluation will take up the remaining 60%.

Grading Criteria

  • Main Idea

    • Excellent - the writer was able to completely talk about his/her family. The writer’s ideas were consistent throughout the passage.

    • Fair - the writer was able to talk about his/her family most of the time. The writer’s idea was consistent for about more than 50% of the essay.

    • Needs improvement - the writer was able to talk about his/her family at some point but not completely. The writer’s idea was consistent for less than 50% of the essay.

  • Sentence Flow

    • Excellent - the writer was able to connect his/her sentences in a talking-like manner. The writer was also able to write two paragraphs (15 sentences) about his/her family.

    • Fair - the writer was able to connect his/her sentences in a talking-like matter for more than 50% of the essay. The writer was also able to write at least a paragraph with 10 sentences about his/her family.

    • Needs Improvement - the writer's sentences are all standalone and do not connect to the next sentence naturally. The writer was able to write a paragraph with at least 7 sentences about his/her family.

  • Grammar

    • Excellent - the writer was able to use the grammar point of this lesson all throughout the essay. (grammar point: basic sentence structure = S-V-O)

    • Fair - the writer was able to use the grammar point of this lesson for more than 50% of the essay.

    • Needs Improvement - the writer was able to use the grammar point of this lesson for less than 50% of the essay.

  • Word choice

    • Excellent - the writer was able to use words that are used in a friendly conversation and was able to express it correctly.

    • Fair - the writer was able to use words that are used in a friendly conversation for most of the essay. A few errors on the expression can be slightly seen.

    • Needs Improvement - the writer was able to use words that are used in a friendly conversation for less than 50% of the essay. There are at least 5 or more errors in the word/expression usage.
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