This oral assessment is designed to be given to a small group. The audience asks questions at the end of the speech. A selection of scoring guides is provided.
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 complete a cloze passage with 25 blanks on octopuses. A scoring guide with replacement words/synonyms and guidelines for interpretation are included.
Students complete a cloze passage with 24 blanks on insects. A scoring guide with replacement words/synonyms and guidelines for interpretation are included.
The traditional fable of 'Hare and Tortoise' is presented as a cloze article in this resource. Students draw on their knowledge of grammar and vocabulary to create well-formed sentences.
Students complete a cloze passage with 24 blanks on a sailing ship mutiny. A scoring guide with replacement words/synonyms and guidelines for interpretation are included.
This resource comprises a report on the control of traffic in the Holland Tunnel in New York presented as a cloze exercise. Students use comprehension skills to complete the gaps with their own vocabulary.
Students prepare a talk for a group or the class about a book. The assessment focus is on both content and delivery. ARB scoring guides A and B are 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 poem is disclosed in stages to students. The task assesses their ability to make inferences using evidence from text and prior knowledge to work out what it could be describing.
Students explore the language of personification and metaphor in the poem called 'Wash day for the clouds'. The questions require the students to think about the metaphors and personification.
Students use evidence in a text to make inferences about a character's feelings. They analyse these within scaffolding activities, synthesising their thinking to suggest the author's message.
This resource has the parts of an article (on flight) numbered and assesses the student knowledge about where to locate different sorts of information in the article.
After reading the story, students recall the sequence and identify some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.