Refine Current Search

The assessment context is a prepared 'thank you' speech. The time limit is one minute and a content checklist is provided. Oral Language Assessment Guide C is suitable for this task.

Students prepare an oral book review. The assessment focus is on the ability to summarise, read fluently, and promote the book. Oral Language Assessment Guide C is suitable for this task.

A student speaks to another student or a small group about a news article. Two scoring guides are provided.

Students interpret five business logos and write a brief statement describing the likely nature of the business.

Assessment focus: ability to de-construct and interpret messages in advertising, so that students can understand meaning-making processes in the construction of imagery.

Students write an advertisement to sell a kayak on a website.

Students prepare a talk on a personal experience, interest, or activity.

Students read a poem and its illustrations to answer retrieval and inferential questions. Text provided.

This task assesses whether students know the most suitable reference resource to go to for particular information.

Students make inferences from a poem. SJ-2-4-1993. Text provided.

Students read an essay on school uniforms then mark where the paragraph breaks should occur. The assessment focus is on organisation.

Students identify spelling errors in common homophones and write the identified errors correctly. Students also identify lines of text without errors.

A newspaper story about a runaway weather balloon with a map that tracks its progress is the context for this assessment. Students read it to answer retrieval and inferential questions.

Students make choices about which adjectives to use to create a poem about a school of fish. A video clip provides the stimulus for this task.

Students are required to identify whether a series of statements about the School Journal story 'Personal Mail' are true or false, and to support their opinion with evidence from the text. This task assesses students' retrieval and inferential comprehension skills. SJ-3-1-1991. Text provided.

Students create character vignettes with a focus on writing pieces that are brief, descriptive and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students read a narrative that is about being different and about group dynamics. Assessment focus: an evaluation of characters and the author's construction of them. (A link to the text is provided. Reading age <8.) SJ-1-4-2005. Text provided.

Students identify the visual techniques used within a static image and describe how they support the meaning of the written text.

To answer mainly multiple choice questions, students retrieve information and make inferences from a text about Socrates.

Students prepare and give a 'Thank you' speech. Points to be covered by students and a scoring guide for teachers are included.

Students identify qualities of structure, voice, body language, and rapport for a speech.

This task assesses students' understanding of the use of capital letters in titles by asking them to put capital letters in 11 TV programme titles.

A writing task, where students argue a case for or against single sex education, discussing and defending their point of view.

Students design an advertisement to sell a bike.

Students write both open and closed questions about the importance of smartphones to students their age.