Appendices

This is a collection of student's work which may be used for teacher evaluations, by students to self-evaluate their progress, or to show to parents as examples of the student's work. The student and/or teacher decide on what to include and whether there will be a limit to the amount of material to be kept in the portfolio. The portfolio might be a large envelope or a file folder stapled to make a container. Each item included should be dated and may include a comment or mark achieved. These collections are a convenient tool to report student progress to parents/guardians or caregivers.

This is a designated area where students may perform tasks for evaluation purposes. Students are evaluated in groups or individually. For the language classes this may be a listening centre where students practice speaking into a tape recorder or listen to tapes and practice specific vocabulary. This assessment can be administered during classroom time. Another example of an assessment station for languages would be the use of computer games and drills for vocabulary enhancement and grammar study. Whether the assessment station is in or outside the classroom, clear instructions outlining where to go, what to do, how much time to be spent at each station or for each task, should be established. Assign work for students to do upon their return to the classroom. The instructions may be written on the chalkboard and/or on a card or paper. Prepare a timetable indicating ten or fifteen minute intervals. Students may choose the time they want to go for their assessment. Use rating scales or checklists indicating specific points that are being assessed.

Learning and using language involves social activities. An observation checklist, rating scale, or anecdotal record may be used to describe how well students function in group situations. The comments made, items checked, or mark assigned may be done by the teacher or the students, assessing themselves or their peers in their groups. Participation, willingness to work cooperatively, willingness to respect the views of others are some of the areas that may be assessed.

These help to check that each student is listening, participating and speaking during the day to day lessons. Checklists may be planned in cooperation with the students and completed by the teacher or students. The items to be checked will generally reflect the objectives of a lesson or unit. That is, if the objectives of a lesson are: to pronounce certain words correctly, to use them in sentences while conversing with a partner, and for partners to help each other, then those items would form at least part of the checklist. The items may be checked by the teacher or by the students.

These may be used to rate students' progress. The criteria as well as the marks assigned may be determined in consultation with the students and should reflect the objectives of a lesson, project or unit. For example, if the objectives include working cooperatively in a group situation, listing 6 open-ended questions for an interview, and completing the assignment on time, then those are the items to be rated. The teacher and/or students may determine the scale (1 - 5, marks out of 10, etc.) to be used.

Appendix A: Sample Evaluation Templates and Instruments

The templates for assessment and evaluation are offered as suggestions. Teachers should feel free to copy them and use them as designed, or adapt them for improvement.

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Placement Test	Rating Scale for Student Self-Assessment in Cooperative Work Situations
Self-Assessment Rating Scale to Assess Attitude	Observation Checklist
Observation Checklist for the Assessment and Evaluation of Affective Aspects	Rating Scale for Cooperative Group Learning
Checklist to Assess Syllabic Spelling	Rating Scale for Oral Proficiency
Progress Report for Language Classes	Placement Scale

Appendix B:

The following is a sample letter to parents/guardians that might be sent at the beginning of the year to explain the evaluation strategies to be used. Please adapt the letter to suit your situation.

Sample Letters to Parents/Guardians

The following is a sample letter to parents explaining a special project at school and requesting specific items needed. Please adapt it to suit your situation.

Sample Letters to Parents/Guardians

The following is a sample letter to parents requesting various items that will be needed during the course of the year. Please adapt it to suit your situation.

Sample Letters to Parents/Guardians

The following is a sample letter to parents requesting volunteers to assist in and out of school. Please adapt it to suit your situation.

Sample Letters to Parents/Guardians

Appendix C:

A Sample of `Teacher Talk'

The following is a sample of `teacher talk' which is one of many suggested strategies for teaching a second language. Although it is written in English, the conversation would, of course, occur in the language being taught.

Teacher Talk