Example of an assessment exemplar – available on the NAR
Students at St Peter the Apostle High create their own speaking tests
Pupils work together to create their own speaking tests in French. As they do so they are supported
and challenged to work as teams the members of which should help each other when appropriate,
listen to each other and encourage learning and confidence in others.
Relevant Experiences and Outcomes:
HWB 3-11a:
I can help to encourage learning and confidence in others.
MLAN 3-06a:
I have contributed successfully to a group to plan and prepare short talks in the language I am
learning.
Evidence of learning to evaluate:
Say – record pupil feedback onto CD.
Write – questionnaire, self/peer evaluation sheets, feedback forms.
Do – video of pupils working together cooperatively.
Make – completed version of speaking test, photo.
Criteria for evaluating the evidence:
•
I can help others when appropriate.
•
I can work with a positive attitude.
•
I can show others that I value what they say.
•
I can listen carefully to others and offer feedback when necessary.
•
I can encourage other pupils to be confident learners.
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Year Group
S1
Learning experiences
Pupils work together cooperatively in a group to create a model speaking test
which will then be adapted by the individual to produce their own speaking test.
To create the model speaking test pupils will be presented with three bullet points
on the topic they have been studying. To address these bullet points, pupils
should use their vocabulary jotters and dictionaries to help them. Each group
should come up with one model speaking test.
In order to create one model speaking test per group, pupils must work as a
team. They should help each other when appropriate, listen to each other and
encourage learning and confidence in others.
S2
Pupils work together cooperatively in a group to create a model speaking test
which will then be adapted by the individual to produce their own speaking test.
To create the model speaking test pupils will be presented with three bullet points
on the topic they have been studying. To address these bullet points, pupils
should use their textbooks, vocabulary jotters and dictionaries to help them. Each
group should come up with one model speaking test.
S3
Pupils worked together cooperatively in a group to create a model speaking test
which will then be adapted by the individual to produce their own speaking test.
To create the model speaking test pupils were presented with two questions on
the topic they had been studying. To address these questions, pupils used their
vocabulary jotters, class workbooks and dictionaries to help them. The aim was
for each group to come up with one model speaking test for these questions.
In order to create one model speaking test per group, pupils must work as a
team. They should help each other when appropriate, listen to each other and
encourage learning and confidence in others.
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What teachers observed from the evidence
Year Group
Observations
S1
Learner 1
Learner 1 really takes on the role of leader of the group but he manages to
encourage his peers and get them involved rather that taking over. The video
footage shows that he does the writing for the group. Although there are times
when he writes down some ideas without sharing them with the group, he
generally runs most things past the team first. You can hear him say, ‘What do
we think?’ as he gets the others thinking. He listens very carefully to others and
always seems interested in what they have to say via body language and eye
contact.
Learner 2
At the start of the video footage, Learner 2 starts out quite confident. He
encourages Learner 3 when she is suggesting an idea and comes up with the
word that Learner 1 is looking for in his jotter. However, you can then see that his
confidence is decreasing throughout the clip. He appears bored at times which
can be seen through his body language. Although he is still sitting with the group
he seems to have removed himself from the task. In his self evaluation and
interview he appears confident with his work, however, when you look at the
video footage, it is clear that Learner 2 would benefit from some encouragement
towards his learning and confidence from his team mates.
Learner 3
Learner 3 works quietly throughout the task. She appears quite shy and unsure
as the task begins as she sits further away from the group and quietly nods
along. However, as the task continues you can see that her confidence has
already started grow. She moves her chair closer to her peers and begins
contributing ideas. She offers help when Learner 1 is struggling to spell a word
and listens very well.
Pupils generally worked well together. They listened to one another and helped
and encouraged each other. They were able to create a model speaking test
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which could easily be adapted for their own personal speaking test which will
follow. By creating a model version it gave pupils more confidence in expressing
themselves and made them more creative by looking up new words and phrases.
Pupils were able to feedback on each other’s contribution which is another
necessary skill to have when working cooperatively together.
It was clear that the pupils got a lot more out of working as a team. By the end of
the lesson they felt more confident about the model speaking test that they had
created together.
S2
Learner 4
Learner 4 is definitely the quietest member of the group. She initially sits back
and listens to the others discuss ideas but does not get involved. However, as the
task progresses Learner 4 becomes more confident. She does not challenge
anyone’s ideas but she does begin to offer her own suggestions. She listens well
to everyone else as she nods along and agrees with their ideas. She has a
positive attitude towards the task. She does not really encourage the others as
much as she seems to thinks so via video footage and interview.
Learner 6
Learner 6 is clearly the leader of the group. He does this without taking over
though as he always gives the others the chance to disagree. He listens and
encourages them well. He has very positive body language which can be seen in
the photographs. Although he did give everyone the chance to speak, he was in
the habit of interrupting when he had something to say.
As a group
Pupils were able to feedback on each other’s contribution which is another
necessary skill to have when working cooperatively together.
During feedback, pupils commented on how they were able to support each other
and use their group members to help trigger vocabulary they had forgotten. They
said they felt more confident about what was required and were able to share and
discuss their ideas before putting them on paper.
Pupils were also aware of the communication skills they were developing during
the task, and of the importance of these skills in the world of work. They
commented on how it was helpful to work some of the time with the group, and
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some of the time concentrating alone. They felt that each member of the group
contributed fairly and kept on task most of the time. All three pupils
acknowledged the positive attitude displayed during the activity.
S3
Learner 7
Learner 7 was certainly the leader of the group. He did well to create a positive
atmosphere through his body language and encouraging words. He gave
everyone the chance to speak and gave them good feedback to their answers.
He should recognise that he was a true team player.
Learner 8
Learner 8 did not feel so comfortable working in a group. Although her peer
evaluation form seems very positive, she did not always create a positive
atmosphere during the task. She was not as confident as the others and very
rarely shared her own ideas. She did listen to others and always took their
suggestions. She could have encouraged her group more.
Learner 9
Learner 9 was initially a very quiet member of the team. It took her a while to feel
comfortable enough to share her ideas. However, through the encouragement
that she received from Learner 7, she soon opened up and began working well
within the group. She used positive language and listened very well to the group.
As a group
Pupils took their responsibility seriously and by taking ownership of the task,
pupils were more confident in expressing themselves and were more creative in
their responses by looking up new words and phrases. Pupils collaboratively
cross checked their work and were able to feedback on each pupil’s contribution,
a necessary skill to have when working cooperatively.
Feedback and planning next steps in learning
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Feedback and planning next steps in learning
Year Group
S1
Comments
Learner 1
Helping others – Learner 1 seemed to lead the group. He knew when to help
people out but also gave people the chance to think for themselves. He asked
‘What do we think?’
Attitude – Learner 1 always had a positive attitude which therefore created a very
positive atmosphere in the group. He is smiling, using positive language and has
positive body language.
Value others – Although Learner 1 does appear to be the leader of this group, he
always makes his group feel valued through body language, encouragement and
positive feedback to their ideas.
Listen to others – Learner 1 gives everyone the chance to speak and really
shows to be listening to them as he nods along in agreement.
Encourage others – Learner 1 really did well at encouraging his group. He did try
to involve everyone and managed to make Learner 3 relax a bit. I would have
liked to have seen him encourage Learner 2 a bit more in the group by asking
him for his opinion at times.
Learner 2
Helping others – I would encourage Learner 2 to share more ideas with his group
and not to be afraid of his suggestions. In return he would have a better
understanding of when to offer help to others.
Attitude – Learner 2 does come across positive as he smiles and laughs with his
peers. However, he is capable of creating a more positive atmosphere by using
more positive language and having more positive body language.
Value others – It is clear that Learner 2 values his group and what they have to
say by the way he makes eye contact and listens to them. However, he could
make his team feel more valued by giving positive feedback to their ideas.
Listen to others – Learner 2 does appear to listen well to his peers as he always
makes eye contact when they talk, however, it is unclear if Learner 2 is listening
carefully to everything they say of if he is just sitting quietly.
Encourage others – Learner 2 was correct in thinking that he did encourage
others at times. He does not make them feel silly at any point and therefore they
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appear confident enough to suggest ideas. However, he could have encouraged
them more by telling them why he liked their ideas.
Learner 3
Helping others – Although Learner 3 does get more involved throughout the task,
I would encourage her to share more ideas with the group and also help those
who may be struggling a bit.
Attitude – At the beginning of the task Learner 3 does not seem to be very
positive about the task, through her body language, however it becomes clear
that she was initially a bit shy. Once she comes out of her shell she brings a
positive attitude to the task.
Value others – Good at showing appreciation of what others are doing. Polite,
nodding in agreement.
Listen to others – Listens very well to others in the group. At times could give
some feedback.
Encourage others – Learner 3 did encourage others at times via body language. I
would have liked to have seen her encourage Learner 2 a bit more when he was
sitting quietly.
S2
Learner 4
Helping others – Try to get more involved and try to share more ideas.
Attitude –Learner 4 used positive body language throughout but could have used
more positive words to others.
Value others – It is clear that Learner 4 values her group and what they have to
say by the way she makes eye contact and listens to them. However, giving more
feedback to their suggestions would perhaps make them feel more valued.
Listen to others – Learner 4 listens carefully and takes on board what the group
has to say.
Encourage others – Learner 4 was correct in thinking that he did encourage
others at times. However, she could have encouraged them more by telling them
why she agreed with their ideas.
Learner 6
Helping others – Learner 6 helped his group throughout the task.
Attitude – Learner 6’s attitude towards the task was excellent. He was positive
throughout.
Value others – Good at showing appreciation of what others are doing. Polite,
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nodding in agreement.
Listen to others – Listens very well to others in the group. At times could give
some feedback.
Encourage others – Learner 6 did encourage the others well. Perhaps next time
he could try and encourage those who sit quietly a bit more.
S3
Learner 7
Helping others –The video footage shows that Learner 1 seemed to lead the
group. He knew when to offer help.
Attitude – Learner 7 was positive towards the task and this was clear especially
through his body language (sitting close, nodding and smiling).
Value others – Learner 7 always listened to his peers but he at times he
interrupted them. He would have perhaps made them feel more valued by waiting
for them to finish what they had to say.
Listen to others – Learner 7 listened to his team mates and often took on their
ideas.
Encourage others – Learner 7 did try to involve everyone and managed to make
Learner 8 relax a bit through his encouraging words.
Learner 8
Helping others – Although Learner 8 did, at times, get involved in the task, she
was not so forthcoming when it came to offering help to her group.
Attitude – Learner 8 did not always show a positive attitude towards the task. At
times her body language shows that she is not finding the task interesting and
therefore creates a slight negative atmosphere.
Value others – Although she takes others’ ideas she did not really make the
group feel valued. She should work on making the group feel valued by showing
appreciation.
Listen to others – Listens very well to others in the group. At times could give
some feedback.
Encourage others – Learner 8 did not encourage the rest of the group and next
time she should try to lift the morale of the group by offering encouragement.
Learner 9
Helping others – I would encourage Learner 9 to share more ideas with the group
and not to be afraid of her suggestions.
Attitude – Learner 9 does come across positive mainly through her body
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language. Next time she could try to use more positive words.
Value others – Others feel valued, however, some encouraging feedback may
have made them feel more valued.
Listen to others – Learner 9 always appeared to listen carefully, nodding and
agreeing.
Encourage others – Learner 9 was the quietest out of the group and although she
was positive to others’ ideas she could work on giving more encouragement to
others.
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Response from the National Quality Assurance Group:
A good structured approach to the Health and Wellbeing outcome which supported the pupils and
provided good evidence for feedback. The link between the evidence provided and pupil development
seemed to be a key strength. It would be useful to extend that to provide evidence of how they
develop each other’s learning and confidence.
Strengths:
• The close relationship between the criteria and peer and self assessment.
• The structured approach to feedback and planning and next steps e.g. useful headings, such as
helping others, valuing others and encouraging others.
Teacher comments could be further enhanced by annotation on the peer and self assessment sheets.