Teacher assessment


Assessing learners talking about texts: key features and language structure and conventions in context


This a general assessment tool to assist teachers when listening to learners speak about texts in terms of key features and language structures and conventions. Not every aspect will be assessed in each assessment task – as a running record of the assessment, the items being assessed on that date and be ticked. Some aspects will be more Level 7 8–10


Level 6 7


• Identifies correctly


• Gives clear, articulate explanations


• Shows advanced understandin g


• Uses correct terminology/ meta- language


• Is confident in responses


• Identifies correctly


• Gives clear explanations


• Shows good understandin g


• Uses mostly correct terminology / meta- language


• Is confident in responses


Level 5 6


• Identifies mostly correctly


• Good attempt at explaining


• Shows fair understandin g


• Uses some correct terminology/ meta- language


• Is quite confident in responses


emphasised, for example, when assessing poetry texts, than instructional texts. The 7 levels can be used to assess specific


assessment items or groups of items (such as purpose of a text) individual elements, or can be used as an overall best-fit level. A marking column has been provided if a numerical approach is taken. All such assessments should be done in


conjunction with any formal written assessments and texts forming part of the overall assessment. This type of assessment is suitable for one-to-one assessment of learners but can also be done in small group discussions of texts.


Level 4 5


• Identifies mostly correctly


• Explanation not very clear


• Shows some understandin g


• Uses little correct terminology/ meta- language


• Is not very confident in responses


Level 3 4


• Identifies correctly with prompting


• Needs support in explaining


• Some evidence of understandin g


• Needs prompting for correct terminology/ meta- language


• is willing but not confident in responses


Level 2 3


• Identifies some correctly with prompting


• Cannot offer explanations


• Little evidence of understandin g


• Not able to use correct terminology / meta- language even with prompting


• Is reluctant to respond without guidance


Level 1 1–2


• Cannot identify correctly even with prompting


• Cannot explain even with assistance


• Shows no understandin g


• Not able to use correct terminology/ meta- language even with prompting


• Is unwilling to respond


Learner name…………………………………. Grade:…………………….. Date:…………………………


Teacher:……………………………………………… Assessment no:


Assessment task description:…………………….. …………………………………………………………… ……………………………………………………………


Mark:…………………………..


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