School Based Assessment SBA

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Aims of the workshop

• To consider ways in which SBA can be integrated
  into a scheme of work
• To discuss scaffolding techniques for helping
  students carry out SBA tasks
• To work through some coursebook-related SBA
  activities

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SBA Difficulties encountered

• Choosing books at an appropriate level
• Providing guidance for students reading
• Monitoring students reading
• Getting students to speak about the books
• without being over-dependent on what they
  have written
• Assessing all students fairly so that it is a
  reliable form of assessment
• Taking too much time away from other areas of the
  English curriculum
• Time spent recording and carrying out moderation

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Text selection

• Some problems
• A lot of different books to choose from
• Guiding students according to different levels
  and interests
• Teacher may not be familiar with all the books
  that students are reading.
• Teacher may not be able to predict the sort of
  problems students might have.
• Inappropriate choices may demotivate students.

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Starting with the coursebook

• Can use coursebook as a springboard for SBA tasks
• Coursebook units can give a focus for the reading
  by limiting scope and providing direction for
  students.
• Enables teacher to familiarise h/self with books
  within a specific topic area.
• The coursebook becomes a reference point and
  framework for discussion about what students have
  read/written in their journal.

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LTE 4A Unit 2 SBA resourcesFamous People

• Form 4 can work towards group interaction
  assessment based on print non-fiction.
• Can fulfill the SBA requirements and adhere to
  the criteria set out by HKEAA
• Can provide students with sufficient guidance so
  that they will become familiar and comfortable
  with interaction tasks
• Can integrate the SBA component into a coursebook
  unit of work

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Focus for text selection biographies

• FOR TEACHER
• Links to unit 2 of the coursebook but provides an
  individual focus
• Predictable in terms of language and overall
  structure of the text
• Can predict which famous people students are
  likely to be interested in

• FOR STUDENTS
• Motivating for students because they can choose
  people they are genuinely interested in
• Gives students a chance to use the language they
  have practised in the unit and in Forms 1,2 3
  of the coursebook

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Predictable features

• 1. Look at the covers of the biography book
  selection on the posters and discuss the
  following
• Which ones would /would not interest your Form 4
  students?
• Predict what features and grammatical structures
  will be common to all of these books.
• Predict possible vocabulary that is likely to
  come up in these books.
• 2. Skim through the books to see if your
  predictions were correct.

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Predictable features(answer key to TASK)

• Dates and places
• e.g. She was born in 1961 in England.
• Past simple tense
• e.g. As a young boy, Chico did not think of
  the world outside his town.
• Past continuous tense while past simple
• e.g. While she was working in London, she
  met
• Personal details economic status, nationality,
  religion
• e.g. He was a Hindu.
• Physical appearance
• e.g. He was small and thin then but his legs
  were strong.
• Personal characteristics
• e.g. He was a courageous man.

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Language and skills support for the SBA task in
LTE 4A Unit 2

• Reading and talking about biographies
• Profile of Jerry Yang p. 31
• Fact sheet about Rain p. 36
• What you might not know about Rain p. 37
• Talking about a famous person pp. 38-39
• Suggestion Get students to start by making a
  poster of their own favourite celebrity.

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Getting students to build on their framework of
skills / knowledge

• SBA involves recycling previously learnt
  language.
• TASK
• Look at the skills grids for S1S3 and highlight
  any grammar and vocabulary that can be recycled
  in a discussion about biographies.

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Generating group interactionthrough books

• Do not wait until students have read the book and
  written about it in their journal before starting
  speaking activities.
• Use every opportunity to encourage speaking
  activities that help model the reading process.
• Enable students to build confidence in speaking
  so that vocabulary, grammatical structures and
  oral discussion skills are already familiar to
  them when they do the assessment.

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Choosing booksPre-reading speaking activity 1

• Example
• Students carry out group work discussion about
  book
• covers and blurbs with guiding questions, e.g.
• Guiding questions open and closed questions
• Which book is about a woman/man who became ?
• What do you know about Princess Diana/ David
  Beckham/ Gandhi/ Jennifer Lopez/ Audrey Hepburn?
• Do you think this book will be interesting? Why?
  Why not?
• Think of some more closed /open questions.

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Getting started Pre-reading speaking activity 2

• Focus students reading by getting them to think
  and find out what they already know about their
  chosen celebrities/famous people.
• What do you already know about David Beckham/
  Princess Diana/ etc?
• What do you want to know about him/her?
• Think of some prompt questions to get
• students talking.

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Possible prompt questions to support students
talk

• Do you know where/when s/he was born?
• Was he successful at school?
• Do you know what team he plays for now?
• Do you know his wifes/husbands name?
• Do you know about his family?
• Did he have a happy childhood?

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Monitoring students reading

• Q1 What do you already know about the person in
  the biography?
• Q2 What do you expect to learn from this book?
  Write down five questions you expect the book
  will answer.
• Q3 What kind of people do you expect to read
  about in the book? Do you know any of their
  names?
• Q4 What events and places do you think will be
  mentioned in the book?
• Q5 What words do you expect to find in the book?

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Providing language input for less able students

• Adapting and integrating the print non-fiction
  worksheet from Longman SBA Pack 4
• Give students support by providing a list of
  possible answers that they can choose from, e.g.
• Q4 What events and places do you think will be
  mentioned in the book?
• Possible answers to choose from a wedding/
  winning a trophy/a kind deed/ saving somebodys
  life/ school days/ going abroad

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Peer support for reading

• Choose one book with several short stories, e.g.
  Stories of Courage by Claire Swain.
• Divide the class into groups. Each group reads a
  different story.
• Get students to work collaboratively to compile
  information about the famous person under
  headings and then use it for a purpose.
• 1. What kind of activities could be developed
  thatencourage students to talk about the stories
  they have read. (The activities must prepare
  students for interaction assessment.)
• 2. What kind of language support will students
  need to carry out the activities?

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Language support for discussion activities

• Suggestion
• Provide posters with the language students need
  for discussion activities.
• Some advantages of the posters
• Can gradually remove support by making blanks
  with post-it notes in speech bubbles
• Can cover up some bubbles completely until
  students do not need the support anymore
• Once students have the idea of the purpose of the
  posters, you can get them to produce the posters
  themselves with teacher guidance.

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Getting ready for assessmentA pre-assessment
activity

• LTE 4A Unit 2, SBA resources
• Topic Best Friend
• Discussion
• (i) Look through the pre-assessment activity
  and discuss specific ways in which the students
  will benefit from it when they carry out their
  first interaction assessment based on their own
  choice of book.
• (ii) Do you have any ideas for adapting the
  activity to provide more support for less able
  students?

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Why do a pre-assessment activity?

• The task must be familiar to students.
• Students must have come across the same
• type of task and assessment before they
• attempt the formal assessment task.

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What are the other conditions that need to be
fulfilled?

• The task/students must not

• The task/students must

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Peer assessment

• How does it benefit students?
• Gives them a reason to listen
• Can learn from each other what to do/ avoid
• Helps them to understand the assessment criteria
  in a hands-on way
• Can learn how to express positive and negative
  comments appropriately

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LTE 4A Unit 2, Assessment task

• Students have a chance to adapt what they have
  read and discussed in the pre-assessment activity
  to suit a different task purpose.
• Read through the assessment task and discuss
  whether you would use it and how you might adapt
  it.

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Assessment task questions

• You may need to ask students questions during an
  assessment task.
• Level 1 Questions for general response
• Level 2 Questions for literal response
• Level 3 Questions for reflective response
• Level 4 Questions for interpretive response
• Level 5 Questions for critical response

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Examples

• Discuss which of the five levels the following
• questions belong to
• - Why did you choose this biography?
• - What do you think will happen to X in the
  future?
• - If you could have met X, what would you have
  asked him/her?
• - When and where did s/he grow up?
• - Was there any part of his/her life that was not
  covered
• very well in the biography?

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Key

• Level 1 Questions for general response
• Why did you choose this biography?
• Level 2 Questions for literal response
• When and where did he grow up?
• Level 3 Questions for reflective response
• If you could have met X, what would you have
  asked him/her?
• Level 4 Questions for interpretive response
• What do you think will happen to X in the future?
• Level 5 Questions for critical response
• Was there any part of his/her life that was not
  covered very well in the biography?

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Assessing language skills in four domains

• Pronunciation and delivery
• Communication strategies
• Vocabulary and language patterns
• Ideas and organisation
• Task
• Discuss specific criteria you would consider when
  assessing interaction.

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An SBA task based on non-print non-fiction

• Summary LTE 4B Unit 6, Ecotourism
• Interaction
• Coursebook see Task 2 pp. 40- 41
• Travel documentary Wild Africa (BBC)
• Use pre-/ while-/ post-reading activities to
  support students.
• Follow up with LTE SBA resources Deciding where
  to go on an eco-tour.

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An SBA task based on non-print fiction

• Summary LTE 5 Unit 1, Show Business
• Interaction
• Coursebook see Task 2 pp. 20-21
• Follow-up In groups, students view a film.
• Use pre-/ while-/ post-viewing activities to
  support students.
• Follow up with LTE SBA resources Casting a
  film, which recycles the task type in the
  coursebook.

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An SBA task based on print fiction

• Summary LTE 5 Unit 3, Crime
• Individual presentation
• Coursebook see Task 2 pp. 63-64
• Penguin Reader The Godfather
• Follow-up Use pre-/ while-/ post-reading
  activities to support students.
• Follow up with LTE SBA resources Meet your
  neighbour.

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Conclusion

• The four SBA assessment tasks can be integrated
• into four schemes of work spread over the two
• years by
• using the coursebook effectively
• making use of the SBA resources
• integrating and adapting materials from the
  Longman SBA Packs and the FOS Paper 3 books
• providing pre-, while- and post-reading
  activities that develop oral skills in
  preparation for the assessment task

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