Forth unit

Unit 4:Alternative and Informal Assessment (Without Tests)

Introduction

In Unit 4, titled "Alternative and Informal Assessment Without Tests", we explored different ways to evaluate students' language skills listening, speaking, reading, and writing without relying solely on traditional tests. This unit focused on using alternative methods that are more dynamic, authentic, and student-centered.

The main competence developed was the ability to apply informal and alternative assessment techniques in real classroom contexts. Through hands-on activities, we analyzed various tools such as listening logs, interviews, role plays, storytelling, jigsaw reading, guided writing, and peer correction, identifying their strengths and limitations.

In addition, we designed rubrics and observation formats to assess both linguistic and non-linguistic factors such as teamwork, respect, and participation. These tools helped us better understand how to evaluate students' progress holistically. We also created a self-assessment instrument for students, encouraging them to reflect on their own learning and behavior. Overall, this unit strengthened our skills as future educators by showing us how to assess more meaningfully, encourage student reflection, and support language development in a positive and respectful way.

Linguistic Factors Activity 1

Criteria	Excellent (4)	Good (3)	Satisfactory (2)	Needs Improvement (1)
Listening Comprehension	Correctly identifies all 3 outfit pictures based on descriptions.	Identifies 2 out of 3 outfits correctly.	Identifies 1 outfit correctly.	Does not identify any outfits correctly.
Vocabulary Usage	Uses a wide range of clothing and color vocabulary correctly and appropriately.	Uses relevant vocabulary with few errors.	Uses limited vocabulary; some words may be incorrect or missing.	Vocabulary is mostly incorrect or irrelevant.
Grammar (Present tense of “wear” + adjective order)	Uses correct tense and adjective order consistently in writing.	Occasional minor errors, but message remains clear.	Multiple errors, but meaning is still understandable.	Frequent errors make the message difficult to understand.
Writing Task	Writes 5 clear, well-structured sentences using target language.	Writes 3–4 mostly accurate sentences; a few structural issues.	Writes 1-2 simple sentences with errors.	Writes incomplete or unrelated sentences.
Clarity and Message	Clear and logical description; message feels natural and appropriate for context.	Mostly clear; message is understandable with minor mistakes.	Message is partially understandable or off-topic.	Message is confusing or does not reflect the prompt.

Linguistic Factors Activity 2

Criteria	Excellent (4)	Good (3)	Satisfactory (2)	Needs Improvement (1)
Reading Comprehension	Answers all 4 questions correctly based on the reading text.	Answers 3 out of 4 questions correctly.	Answers 1-2 out of 4 questions correctly.	Answers none of the questions correctly.
Speaking: Sentence Construction	Describes the outfit in 5+ complete, accurate sentences using target grammar.	Uses 3-4 mostly accurate sentences with minor mistakes.	Uses 1-2 sentences with some structural or grammar issues.	Sentences are incomplete or inaccurate; very limited detail.
Grammar Accuracy	Correct use of “wear,” adjective order, and subject-verb agreement.	Minor errors that do not interfere with understanding.	Several grammar errors, but meaning is partially clear.	Frequent grammar errors that hinder comprehension.
Pronunciation (focus on “sh” and “ch” sounds)	Clear pronunciation of key sounds (“shirt,” “shoes,” etc.); very intelligible.	Mostly clear; minor pronunciation issues with target sounds.	Some difficulty with “sh” and “ch” sounds, but the listener understands.	Major pronunciation issues make it hard to understand and differentiate.
Fluency and Delivery	Speaks fluently and confidently with natural pauses.	Speaks with few pauses or hesitations.	Speaks haltingly or relies on reading heavily.	Hesitates often; hard to follow the delivery.

NON-LINGUISTIC FACTORS

Skill	Excellent (2)	Satisfactory (1)	Needs Improvement (0)
Class Participation	Always engaged and contributes ideas.	Participates sometimes.	Rarely participates or distracts others.
Teamwork	Cooperates and supports teammates.	Works with some support.	Difficulty working in teams.
Responsibility & Respect	Shows responsibility and respect during all tasks.	Usually responsible and respectful.	Disrespectful or does not complete tasks.
Attendance & Punctuality	Always present and on time.	Occasional absences or tardiness.	Frequently absent or late.

Student Assessment Table

Field	Details / Scores
Student Name
Grade/Class
Activity Number	Activity 1 / Activity 2
Date of Assessment
Listening Comprehension	1 / 2 / 3 / 4 — Notes:
Vocabulary Usage	1 / 2 / 3 / 4 — Notes:
Grammar (Present tense + Order)	1 / 2 / 3 / 4 — Notes:
Writing Task	1 / 2 / 3 / 4 — Notes:
Clarity and Message	1 / 2 / 3 / 4 — Notes:
Reading Comprehension	1 / 2 / 3 / 4 — Notes:
Sentence Construction	1 / 2 / 3 / 4 — Notes:
Grammar Accuracy	1 / 2 / 3 / 4 — Notes:
Pronunciation (sh/ch)	1 / 2 / 3 / 4 — Notes:
Fluency and Delivery	1 / 2 / 3 / 4 — Notes:
Class Participation	0 / 1 / 2 — Notes:
Teamwork	0 / 1 / 2 — Notes:
Responsibility & Respect	0 / 1 / 2 — Notes:
Attendance & Punctuality	0 / 1 / 2 — Notes:
Final Comments	(Strengths, recommendations, improvements)

Goal 4.4 To Design a self-assessment instrument

Self-Assessment Instrument: “I Can Dress the Sentence!”

Purpose:

To help students self-assess their linguistic (vocabulary, grammar, skills) and non-linguistic (participation, teamwork, behavior) performance after completing the unit "Clothing and Colors".

This self-assessment rubric is helpful for students because it allows them to reflect on what they have learned and how they participated in class. It uses simple language and clear visuals, making it easy for young learners to understand. By checking what they can do, students become more aware of their progress in vocabulary, grammar, and speaking. It also encourages responsibility, as they take an active role in evaluating their own learning. Including non-linguistic factors like teamwork, participation, and effort helps students think about their behavior and how they work with others. Overall, it builds confidence, supports good classroom habits, and gives teachers useful insights into students’ needs.

Instructions:

1. Complete the checklist to reflect on your English skills.
   
   

🔹Can-Do Checklist

Instructions: Read each sentence. If you can do it, put a ✔.

Can I…	✔
Can I name at least 5 clothes in English.
Can I say 10 colors in English.
Can I describe what someone is wearing.
Can I write 3–5 sentences about an outfit.
Can I use “is wearing” correctly.

I…	✔
I participate in the activities
I help my classmates
I pay attention and did my best
i respect others and follow instructions
I am on time and ready to learn

NOTE: CHANGES WERE MADE FROM THE ORIGINAL

Goal 4.5 To self-assess students’ own performance

Instructions: Reflect honestly on your performance and learning throughout the course. Rate yourself on each of the following aspects using the scale below and if you have some comments or reflections add them in the last column:

 10 –Excellent

 8 – Good

 6 – Satisfactory

 4 – Needs Improvement

 2 – Poor

 0 — Not qualified 

No.	Aspect	Rating (0-10)	Comments/Reflection
1	Understanding of Key Evaluation Concepts (Formative vs Summative, etc.)
2	Application of Evaluation Methods (Designing rubrics, using data for decision-making)
3	Critical Thinking and Analysis (Interpreting evaluation results, identifying biases)
4	Class Participation and Engagement (Discussions, activities, contributions)
5	Completion and Quality of Assignments (Timeliness, accuracy to the request and the book assigned, relevance)
6	Use of Technology and Tools in Evaluation (Survey platforms, online rubrics)
7	Collaboration and Group Work (Teamwork, communication, responsibility)
8	Self-Directed Learning and Initiative (Seeking resources, asking questions, staying updated)
9	Demonstrate the ability to assign grades effectively according to specific evaluation criteria
10	Overall Growth and Confidence in Educational Evaluation
Total:

conclusion:

This portfolio reflects our learning and growth in understanding and applying alternative and informal assessment techniques. By exploring different strategies and creating tools such as rubrics, checklists, and performance tasks, I realized that assessment can be much more than just grades it can support learning, guide instruction, and motivate students.

Through collaborative activities, we learned how to adapt assessments to different contexts and levels. We also became more aware of the importance of evaluating not only what students know, but how they interact, participate, and grow as learners. The experience of designing and applying assessments without tests helped us develop a more reflective, responsible, and student-focused approach.

This unit has prepared us to assess more effectively and creatively, always keeping in mind the goal of promoting real communication, meaningful learning, and inclusive classroom practices.