Proposal for Classroom Assessment in Language Testing and English 10

This project proposal, submitted by Huynh Thi Nha Nha, from Group 6, focuses on modifying the productive skills (speaking and writing) in Units 1, 2, and 3 of the English 10 Textbook 1. The core objective is to design activities that help students develop their assessment expertise related to these skills, integrating Assessment as Learning (AAL) strategies. The proposal includes detailed syllabus analysis, outlining the current structure of reading, speaking, listening, and writing sections in the textbook, and identifies areas where AAL can be incorporated. The learning objectives are clearly defined for both receptive (reading and listening) and productive (speaking and writing) skills. The proposal suggests specific modifications to existing activities, such as incorporating self-assessment and peer-assessment checklists to enhance student reflection and self-evaluation. The modifications are designed to maintain the original activity structure while adding steps to promote student engagement with their own learning processes. The proposal also includes detailed examples of how to implement these AAL activities, making it a practical guide for educators looking to enhance their classroom assessment techniques. The document is available on Desklib, a platform providing AI-powered study tools and past assignments for students.

Name: Huynh Thi Nha Nha
Group: 6
Course: Language Testing and Assessment
PRACTICE 2 PROPOSAL
CLASSROOM ASSESSMENT
Textbook: English 10 Textbook 1
Series of Unit: Unit 1, 2, & 3
1. SYLLABUS ANALYSIS:
Our group's suggested modification is on the productive skills (speaking and writing) of Units 1, 2, and 3
in English 10 Textbook 1. We aim to design activities that will help the students to develop their
assessment expertise relating to the skills in these units.
The skill section in each unit consists of four subsections, which are reading, speaking, listening, and
writing. These four skills are practiced based on the main topic of each unit, and each skill focuses on a
different aspect of the topic. Each skill lesson consists of 4 to 5 activities.
For the first three units 1,2, and 3, the Reading section requires students to develop reading abilities,
specifically “Reading for gist”, “Reading for specific ideas”, and “Understanding references and
meaning in context”, the topic included are household chores and duties, acupuncture, and TV shows,
for unit 1, 2, and 3, respectively. Usually, a discussion activity is also included at the end of each lesson
for students to reflect on the lesson and/ or give their own ideas as well as share their own experiences
about the issue in the reading text.
The Speaking subsection follows Reading, which provides students chances to use the ideas and apply
the language they have learnt in the speaking activities. Lexical and grammatical structures, as well as
useful expressions are provided for students through each task of the lesson. Moreover, the tasks are
becoming less and less controlled so that students are able to express their ideas freely at the end of the
lesson. Unit 1 guides students on how to express their opinion about housework, while unit 2 helps
them to give practical advice on how to get rid of bad habits, and unit 3 requires them to deliver a
brief informative summary relating to the TV shows that they design.
The Listening subsection in the 3 units also activates students' knowledge and provides them with new
vocabulary and information related to the topic. The three units aim at helping students to develop the
abilities to listen for gist and/or listen for details by providing them with practice of the skills of
listening about how roles in the family are changing, a healthy diet, and about inspirational music.
After listening, there is an activity to check students’ listening comprehension and ask them to express
their opinions of the content of the listening text.
The last skill subsection is Writing. This lesson supplies students with ideas and necessary language to
express their ideas. There are activities to get students to prepare for the topic and brainstorm their ideas,
and provide students with useful phrases or outlines or even model text for students to study its structure
and format to produce their own text. In unit 1, students are required to write a descriptive paragraph
about how their family shares the household chores. Unit 2 asks students to write a free informal
letter responding to a “letter of request” to give advice about what to eat and not to eat. Lastly, Unit 3
requires students to write a biography about a music composer.
Throughout the 3 units, the receptive subsections of Reading and Listening emphasize on the 2 main
skills of identifying gists and details, while the productive subsections of Speaking and Writing require
students to produce their own products by delivering a short talk or writing a short text giving
information, and/or advice.

In conclusion, we realize that units 1, 2, and 3 lack activities that are necessary for students to develop
their assessment expertise to self-assess their strategies to do a skill-related task properly (especially in
Reading and Listening lessons) and to reflect on what they need to do to improve their products
(especially in Speaking and Writing lessons). Therefore, in this proposal, our group makes efforts to
suggest modifications to these lessons to integrate Assessment as Learning (AAL) activities which are
either content-related or strategy-related with the use of peer-evaluation or self-evaluation checklists. In
order to ensure the time frame of lessons, we will keep the core of activities and add some more steps to
modify them into AAL ones.
2. LEARNING OBJECTIVES
2.1. RECEPTIVE SKILLS
In terms of reading lessons, Units 1, 2, and 3 aim to get students to practice their reading for gist and
reading for specific information skills on different topics. Specifically, in Unit 1, students read for
general ideas about household chores and duties. In Unit 2, they learn to read for specific information
about acupuncture. In Unit 3, they practice reading for specific information about TV shows. In general,
the activities in the textbook are reasonably designed to achieve the goal of helping students improve
reading for gist and reading for specific information. However, these activities lack assessment for
students to reflect on their reading techniques in the reading for specific information activities.
Therefore, our group will add some more steps in reading for specific information activities to
integrate AAL, using the Self-assessment checklist.
Regarding listening lessons, Units 1, 2, and 3 aim to get students to practice their listening for gist and
reading for specific information skills on different topics. Specifically, in Unit 1, students are required
to listen for specific information about how roles in the family are changing. In Unit 2, they learn to listen
for gist about choosing a healthy diet. In Unit 3, they practice listening to a conversation for specific
information about music. In general, the activities in the textbook are reasonably designed to achieve the
goal of helping students improve their listening for gist and listening for specific information. However,
these activities lack assessment for students to reflect on their listening techniques in the listening for
specific information activities. Therefore, our group will add some more steps in listening for specific
information activities to integrate AAL, using the Self-assessment checklist.
2.2. PRODUCTIVE SKILLS
In terms of speaking lessons, Units 1, 2, and 3 aim to get students to practice their informal speaking
skills on different topics. Informal speakings are conversations or small talks with friends or family,
helping people to exchange information and form emotional connections. Specifically, in Unit 1, students
are required to express their opinions about housework. In Unit 2, they learn to talk about how to get rid
of bad habits. In Unit 3, they practice talking about TV shows. In general, the activities in the textbook
are reasonably designed to achieve the goal of helping students improve their informal writing skills.
However, these activities lack assessment for students to reflect on their speaking contents. Therefore,
our group will add some more steps in While-stage activities to integrate AAL, using the
Peer-assessment and Self-assessment checklist.
As for writing, Units 1, 2, and 3 aim to get students to practice their informal writing skills on different
topics. Specifically, in Unit 1, students are required to write about doing house chores. In Unit 2, they
learn to write about what to eat and what not to eat. In Unit 3, they practice writing a biography. In
general, the activities in the textbook are reasonably designed to achieve the goal of helping students
improve their informal speaking skills. However, these activities lack assessment for students to reflect
on their writing contents. Therefore, our group will add some more steps in While-stage activities to
integrate AAL, using the Peer-assessment and Self-assessment checklist.
3. ACTIVITY MODIFICATION
3.1. RECEPTIVE SKILLS

3.1.1. Reading lessons
3.1.1.1. Unit 1: Family Life
The modified activity is Activity 4a (Multiple Choice). In this activity, Ss read the text and choose the
best answer to the questions.
This activity is modified as SELF-ASSESSMENT CHECKLIST as follows. Before reading, T provides
students with a self-assessment checklist (see Appendix 7 below). Ss are required to assess themselves in
terms of reading techniques. T also gives explicit instructions and then models Ss on how to mark the
checklist with a good and a poor exemplar. Then, T reminds Ss to pay attention to their reading process
and mark accordingly. After that, T lets Ss conduct the reading and AAL activity.
The original activity lacks assessment to help students reflect on their keyword highlighting techniques
in the reading for specific information activities. Ss practice reading without being evaluated, which leads
to no personal development. Therefore, AAL is integrated into this activity to guide and develop students'
assessment expertise. Our group keeps the core of this activity, which is reading for specific information
and turns it into a self-evaluation checklist activity. As this is the first unit in upper-secondary education,
the AAL for this unit will be conducted at a simple level. The teacher models how to assess based on the
checklist detailedly, on both a good performance example and a bad one. This way, students can figure
out how they should assess themselves.
3.1.1.2. Unit 2: Your Body and You
The modified activity is Activity 4 (Comprehension Questions). In this activity, Ss read the text and
answer the questions.
This activity is modified as SELF-ASSESSMENT CHECKLIST as follows. Before reading, T provides
students with a self-assessment checklist (see Appendix 7 below). Ss are required to assess themselves in
terms of reading techniques. T gives explicit instructions and then models Ss only on how to mark the
checklist with a good or a poor exemplar. Then, T reminds Ss to pay attention to their reading process
and mark accordingly. After that, T lets Ss conduct the reading and AAL activity.
This original activity has the same issue as that of the previous unit, which has no assessment in the
practice session. With an aim to integrate AAL, this activity is also modified into a self-evaluation
checklist activity as in the above part. However, after getting used to conducting a checklist in the
previous reading lesson, the teacher only models how to assess based on the checklist detailedly on a
good or a bad performance example.
3.1.1.3. Unit 3: Music
The modified activity is Activity 4 (Comprehension Questions). In this activity, Ss read the text and
answer the questions.
This activity is modified as SELF-ASSESSMENT CHECKLIST as follows. Before reading, T provides
students with a self-assessment checklist (see Appendix 7 below). Ss are required to assess themselves in
terms of reading techniques. T reminds Ss to pay attention to their reading process and mark accordingly
without giving examples. After that, T lets Ss conduct the reading and AAL activity.
The problem with this original exercise is similar to that of two prior units in which there is no
assessment during the practice session. A self-evaluation checklist activity is also suggested in this
activity to integrate AAL. Students are used to assessing with checklists in two previous units; therefore,
teachers will just give out the checklist and not conduct modeling. Students will evaluate themselves
based on their experiences working with checklists.
3.1.2. Listening lessons
3.1.2.1. Unit 1: Family Life

The modified activities are Activity 2 (True/False Statements) and Activity 4 (Comprehension
Questions). In these activities, Ss listen to the text and answer the question.
This activity is modified as SELF-ASSESSMENT CHECKLIST as follows. Before listening, T provides
each student with a self-assessment checklist (see Appendix 8 below). Ss are required to assess themselves
in terms of the listening techniques. T also gives explicit instructions and then models Ss on how to mark
the checklist with a good and a poor exemplar. Then, T reminds Ss to pay attention to the their listening
process and mark their peers accordingly. After that, T lets Ss conduct the listening and AAL activity.
The original activity lacks assessment to help students reflect on their listening techniques in the
listening for specific information activities. Ss practice listening without being evaluated, which leads to
no personal development. Therefore, AAL is integrated into this activity to guide and develop students'
assessment expertise. Our group keeps the core of 2 activities, which are listening for specific information
and turns it into a self evaluation checklist activity. As this is the first unit in upper-secondary education,
the AAL for this unit will be conducted at a simple level. The teacher models how to assess based on the
checklist detailedly, on both a good performance example and a bad one. This way, students can figure
out how they should assess themselves.
3.1.2.2. Unit 2: Your Body and You
The modified activity is Activity 3 (True/False Statements). In this activity, Ss read the text and answer
the question.
The modified activity is Activity 4 (Comprehension Questions). In this activity, Ss listen the text and
answer the questions.
This activity is modified as SELF-ASSESSMENT CHECKLIST as follows. Before listening, T provides
each student with a self-assessment checklist (see Appendix 8 below). Ss are required to assess themselves
in terms of the listening techniques. T also gives explicit instructions and then models Ss on how to mark
the checklist with a good or a poor exemplar. Then, T reminds Ss to pay attention to their listening
process and mark themselves accordingly. After that, T lets Ss conduct the listening and AAL activity.
This original activity has the same issue as that of the previous unit, which has no assessment in the
practice session. With an aim to integrate AAL, this activity is also modified into a self evaluation
checklist activity as in the above part. However, after getting used to conducting a checklist in the
previous listening lesson, the teacher only models how to assess based on the checklist detailedly on a
good or a bad performance example.
3.1.2.3. Unit 3: Music
The modified activity is Activity 2 (True/False Statements). In this activity, Ss read the text and answer
the question.
This activity is modified as SELF-ASSESSMENT CHECKLIST as follows. Before listening, T provides
each student with a self-assessment checklist (see Appendix 8 below). Ss are required to assess themselves
in terms of the listening techniques. T also gives explicit instructions and then models Ss on how to mark
the checklist with a good or a poor exemplar. Then, T reminds Ss to pay attention to their listening
process and mark themselves accordingly. After that, T lets Ss conduct the listening and AAL activity.
The problem with this original exercise is similar to that of two prior units in which there is no
assessment during the practice session. A peer evaluation checklist activity is also suggested in this
activity to integrate AAL. Students are used to assessing with checklists in two previous units; therefore,
teachers will just give out the checklist and not conduct modeling. Students will evaluate themselves
based on their experiences working with checklists.
3.2. PRODUCTIVE SKILL

3.2.1. Speaking lessons
3.2.1.1. Unit 1: Family Life
The modified activity is Activity 3 (Pair practice & Class presentation). In this activity, Ss have a
similar conversation with his/her partner about which chores she/he likes or dislikes the most and why.
Then, Ss report their findings to the class.
This activity is modified as PEER-ASSESSMENT CHECKLIST as follows. Before pair practice, T
provides each group with a peer-assessment checklist (see Appendix 1 below). Ss are required to assess
their peers in terms of content appropriateness. T also gives explicit instructions and then models Ss on
how to mark the checklist with a good and a poor exemplar. Then, T reminds Ss to pay attention to the
performances and mark their peers accordingly. After that, T lets Ss conduct pair practice as in Activity 3.
The original activity lacks assessment to help students review their work. Ss practice making a
conversation without being evaluated, which leads to no personal development. Moreover, after pair
practice, Ss are required to present in front of the class. This activity may provide feedback for students,
but only a few students can be evaluated due to the enormous number of students in a typical Vietnamese
classroom. Therefore, AAL is integrated into this activity to guide and develop students' assessment
expertise, as well as lower teachers’ burden of giving feedback. Our group keeps the core of this activity,
which is pair practice, and turns it into a peer evaluation checklist activity. As this is the first unit in
upper-secondary education, the AAL for this unit will be conducted at a simple level. Students are only
required to evaluate their partners by content-related criteria. Moreover, the teacher also models how to
assess based on the checklist detailedly. Particularly, he/she will model his assessment on a good
performance example and a bad one. This way, students can figure out how they should assess their peers.
3.2.1.2. Unit 2: Your Body and You
The modified activity is Activity 4 (Pair/Group practice & Class presentation). In this activity, Ss
work in pairs or groups to choose one bad habit, then make a list of Dos and Don’ts in order to kick that
habit. After that, Ss share the list with others and report to the class.
This activity is modified as PEER-ASSESSMENT CHECKLIST as follows. Before pair/group practice,
T provides each group with a peer-assessment checklist (see Appendix 2 below). Ss are required to assess
their peers in terms of content and linguistics appropriateness. T also gives explicit instructions and then
models Ss on how to mark the checklist with good and poor examples. Then, T reminds Ss to pay attention
to the performances and mark their peers accordingly. After that, T lets Ss conduct pair practice as in
Activity 3.
This original activity has the same issue as that of the previous unit, which has no assessment in the
practice session as well as a limited number of students being assessed in front of the class. With an aim
to integrate AAL, this activity is also modified into a peer evaluation checklist activity as in the above
part. However, after getting used to conducting a checklist in the previous speaking lesson, students are
required to evaluate their partners not only by content-related criteria but also by linguistics-related ones.
The teachers will also conduct similar modeling as in Unit 1, which is on both good and poor
performance, to help students understand the assessment process clearly.
3.2.1.3. Unit 3: Music
The modified activity is Activity 2b (Pair practice & Class presentation). After making a list of details
about their show on their own, Ss share their ideas with another partner. After that, each pair will work
together to combine their ideas into one show and present it to the class.
This activity is modified as PEER-ASSESSMENT CHECKLIST as follows. Before pair practice, T
provides each group with a peer-assessment checklist (see Appendix 3 below). Ss are required to assess
their peers in terms of content and linguistics appropriateness. After that, T lets Ss conduct pair practice
as in Activity 2b. After this lesson, students are required to conduct a SELF-ASSESSMENT

CHECKLIST as their homework. Ss have to read all three checklists from Units 1, 2, and 3 again and
note what they have improved.
The problem with this original exercise is similar to that of two prior units in which there is no
assessment during the practice session and only a small number of pupils are evaluated in front of the
class. A peer evaluation checklist activity is also suggested in this activity to integrate AAL. Students are
used to assessing with checklists in two previous units; therefore, teachers will just give out the checklist
and not conduct modeling. Students will evaluate their partners based on their experiences working with
checklists. As Unit 3 is the end of a series of peer-assessment checklists, students are asked to review
three checklists from Units 1, 2, and 3 and write down their improvements. In this way, students can keep
track of their own learning, then figure out their learning strategies for upcoming speaking lessons.
3.2.2. Writing lessons
3.2.2.1. Unit 1: Family Life
The modified activity is Activity 4 (Individual writing). In this activity, after filling the Family Chore
Chart, Ss write a paragraph about how people in their family share housework based on the ideas in the
chart.
This activity is modified as PEER-ASSESSMENT CHECKLIST as follows. Before pair practice, T
provides each group with a peer-assessment checklist (see Appendix 4 below). T also gives explicit
instructions and then models Ss on how to mark the checklist with a good example and a poor one. Then,
T reminds Ss to pay attention to the Contents, Grammar, and Usage (Punctuation, Capitalization,
Spelling) and mark their peers accordingly. After that, T lets Ss conduct pair practice as in Activity 4, and
lets Ss work in pairs to find out which chores the partner’s Mum and Dad do. Then, Ss report their
findings to the class.
The original activity lacks assessment to help students revise their work. They practice a conversation
without being judged, which does not lead to any personal growth and reflection. In addition, after
practicing in pairs, Ss are asked to present to the class. This activity can provide feedback to students, but
can only assess some students due to the large number of students in a typical Vietnamese classroom.
Therefore, AAL is incorporated into this activity to guide and develop students' assessment expertise, as
well as to reduce teachers’ burden on giving feedback. Our team took the core of this activity, the pair
practice, and turned it into a peer review checklist activity. As this is the first unit of upper-secondary
education, the AAL for this unit will be conducted at the lower level. Students are only asked to rate their
partners on content-related criteria. In addition, teachers also model detailed assessments based on
checklists. In particular, he/she will model his/her evaluation of a good example, and a bad one. This way,
students can understand how they should evaluate their peers.
3.2.2.2. Unit 2: Your Body and You
The modified activity is Activity 4 (Individual writing). In this activity, Ss write a letter to advise on
others’ diets and share it with the class.
This activity is modified as PEER-ASSESSMENT CHECKLIST as follows. Before group practice, T
provides each group with a peer-assessment checklist (see Appendix 5 below). Ss are required to assess
their peers in terms of content and skill appropriateness. T also gives explicit instructions and then
models Ss on how to mark the checklist with a good and a poor exemplar. Then, T reminds Ss to pay
attention to the language and mark their peers accordingly. After that, T lets Ss conduct pair practice as
in Activity 3 then write a letter to advise on Dos and Don’ts for others’ diets. After that, Ss share the
letters with others and report to the class.
This initial activity had the same problem as that of the previous unit, which was the absence of in-class
assessment as well as a limited number of students being assessed in front of the class. To incorporate
AAL, this activity is also modified to be a peer review checklist activity as in the above section. However,
after becoming familiar with implementing the checklist in the previous talk, students should evaluate

their partners not only on content-related criteria but also on technical-related criteria. The teacher will
also model the same as Lesson 1, looking at both good and bad outcomes, to help students understand the
assessment process.
3.2.2.3. Unit 3: Music
The modified activity is Activity 3 (Individual writing). In this activity, Ss choose one of the Fact files
and write a biography.
This activity is modified as PEER-ASSESSMENT CHECKLIST as follows. Before pair practice, T
provides each group with a peer-assessment checklist (see Appendix 6 below). Ss are required to assess
their peers in terms of content, organization, and skill appropriateness. After that, T lets Ss conduct pair
practice as in Activity 3 then choose one of the Fact files. After writing a paragraph on their own, Ss
share their works with another partner. After that, each pair works together to combine their ideas into
one show and present it to the class. After this lesson, students are required to conduct a
SELF-ASSESSMENT CHECKLIST as their homework. At home, Ss are required to read all three
checklists from Units 1, 2, and 3 again and note what they have improved.
The problem with this original exercise is the same as the previous two in that there is no real assessment
and only a small number of students are assessed in front of the class. A peer review checklist operation is
also suggested in this activity to incorporate AAL. Students are already familiar with the checklist
assessment in the previous two units; therefore, the teacher will only hand out the checklist, not model it.
Students will rate their partners based on their work experience with checklists. As Unit 3 is the end of a
series of peer-assessment checklists, students are asked to review three checklists from Units 1, 2, and 3
and write down their improvements. In this way, students can keep track of their own learning, then figure
out what they can do, or gaps that they need to improve.

4. APPENDIX
4.1. Appendix 1
SPEAKING
Speaker’s Name:
Evaluator’s Name:
Rate from 1 (Highly
dissatisfied) to 5 (Highly
satisfied)
Comments (in
English or
Vietnamese)
DELIVERY
The presenter speaks clearly and naturally.
The presenter speaks at a reasonable pace.
The presenter concludes their talk appropriately.
4.2. Appendix 2
SPEAKING
Speaker’s Name:
Evaluator’s Name:
Rate from 1 (Highly
dissatisfied) to 5 (Highly
satisfied)
Comments (in
English or
Vietnamese)
DELIVERY
The presenter speaks clearly and naturally.
The presenter speaks at a reasonable pace.
The presenter concludes their talk appropriately.
CONTENT: The report includes the following
information about how to kick a bad habit:

Name of the bad habit
What to do to kick that bad habit
What not to do to kick that bad habit

4.3. Appendix 3
SPEAKING
Speaker’s Name:
Evaluator’s Name:
Rate from 1 (Highly
dissatisfied) to 5 (Highly
satisfied)
Comments (in
English or
Vietnamese)
DELIVERY
The presenter speaks clearly and naturally.
The presenter speaks at a reasonable pace.
The presenter concludes their talk appropriately.
CONTENT: The report includes the following
information about the presenter's new show
Name of the show
Which type of the show
The show's time
Other information about the show
4.4. Appendix 4
Writing
Writer’s Name:
Topic:
Evaluator’s Name:
Points Comments
Content
…/5

Is the writing interesting?
Does it achieve its purpose?
Are there enough details?
Are the ideas related to the topic?
Grammar and Usage
…/5
Is the paper free or almost free of problems in grammar and usage?
Punctuation, Capitalization, and Spelling
…/5
Is the paper free of problems in punctuation, capitalization, and spelling?
Total points: …/15
Suggest two specific things the writer could do to improve the paper.
4.5. Appendix 5
Writing
Writer’s Name:
Topic:
Evaluator’s Name:
Points Comments
Content
…/5
Is the writing interesting?
Does it achieve its purpose?
Are there enough details?
Are the ideas related to the topic?
Style
…/5

Is the meaning of each sentence clear?
Are the language and tone appropriate for the audience, topic, and purpose?
Do sentences read smoothly?
Is there a variety of sentence types, lengths, and beginnings?
Grammar and Usage
…/5
Is the paper free or almost free of problems in grammar and usage?
Punctuation, Capitalization, and Spelling
…/5
Is the paper free of problems in punctuation, capitalization, and spelling?
Total points: …/20
Suggest two specific things the writer could do to improve the paper.
4.6. Appendix 6
Writing
Writer’s Name:
Topic:
Evaluator’s Name:
Points Comments
Content
…/5
Does the writing include Early years, Typical works, Important
achievements, Conclusion ?
Does it achieve its purpose of a biography text?
Organization
…/5
Are ideas and details arranged in an effective order?
Are the connections between ideas, sentences, and paragraphs clear?

Style
…/5
Is the meaning of each sentence clear?
Are the language and tone appropriate for the audience, topic, and purpose?
Do sentences read smoothly?
Is there a variety of sentence types, lengths, and beginnings?
Grammar and Usage
…/5
Is the paper free or almost free of problems in grammar and usage?
Punctuation, Capitalization, and Spelling
…/5
Is the paper free of problems in punctuation, capitalization, and spelling?
Total points: …/25
Suggest two specific things the writer could do to improve the paper.
4.7. Appendix 7
Reading self-assessment checklist
Student’s name: …………………………
Unit: ……….
I am able to: Rate from 1 (Highly
dissatisfied) to 5
(Highly satisfied)
Comments
1. Underline the correct key words in the
questions
2. Underline the correct synonyms and/ or
exact words in the text
3. Ignore unknown vocabulary and focus
on the key words

4. Moving quickly over the text to scan
for the key words
5. Skim the first and the last sentences of
each paragraph
6. Pay attention to any idea that is
repeated in different ways
7. Look for a sentence that states the main
idea.
4.8. Appendix 8
Listening self-assessment checklist
Student’s name: …………………………
Unit: ……….
I am able to: Rate from 1 (Highly
dissatisfied) to 5
(Highly satisfied)
Comments
1. Underline the correct key words in the
questions
2. Predict the kind of information that
will answer the question
3. Ignore irrelevant information and focus
on the key details
4. Listen for discourse markers/
expressions
5. Know the main points without focusing
much to the specific information
6. Look for repeated information

7. Take notes while I am listening
5. REFERENCES
Earl, L. (2006). Rethinking Classroom Assessment with Purpose in Mind. Winnipeg: Manitoba
Education, Citizenship and Youth.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge,
MA: Harvard University Press.