Assessment of integrated skills

Names: Belén Fica and Nicolás Lagos

Teacher: Jaime Garrido Moscoso

November 13th, 2022

Students’ Context
The following instruments are intended to assess the communicative skills of a group of 38
students that attend Colegio Fraternidad subsidized school. Since these students are in 12th
grade, their age range fluctuates from 17 to 18 years old and their level of English oscillates
around B2 reaching C1.

At Colegio Fraternidad, the 12th grade English plan considers 4 units that must be taught
throughout the year and three hours of class instruction per week. By the beginning of this
semester, students worked on unit number 5, called “Youth rights and responsibilities” (given
units 1, 2, 3 and 4 are from 11th grade in the same book provided by the Minister of
Education) The class is currently reviewing unit 6, called "Discoveries and creations". In this
unit, students have learned new vocabulary and used passive voice, tag questions and
connectors to express their opinions about global environmental challenges.

According to what has been observed, students have a good level of English, which motivates
them to participate actively during class.
Task I.

Description of the Integrated Assessment

Task designed for a project-based learning unit answering the guide question “How can
technology help solve global challenges?” Student will propose a way in which technology
can help to achieve one of the goals for sustainable development of the UN. Students will
plan how their proposal will be carried out through an online infographic. Students will
present in groups their final infographic orally. This integrated task seeks students' use of the
four skills, speaking, reading, writing and listening as they will be provided throughout the
unit with different formats of information, videos and webpages, and activities. They will be
encouraged and requested to search for their own information in different sources to answer
the guide question. The final product, their infographics, will be presented to the school
community.

Integrated task

After you have done your infographic in pairs, you will have to present it to the class. You

will have 3 minutes, make sure to explain your proposal and give your opinion. Keep in

mind intonation and pronunciation. See the rubric below.

Instructions

“Okay, students, so, as you know, following our schedule, today you have to present your

infographics. Last class, we checked the rubric and all the aspects that I will evaluate so

keep in mind those and if you have any questions ask them now (...)
Test/task specifications

Aim SWBAT present their final products and express their own
reflections on their work orally.

Topic Global Challenges

Skill to be tested/system Speaking / Phonology

Timing 3 minutes per group.

Criteria of assessment ● Demonstrate full understanding of the UN goal

previously selected.
● Use vocabulary related to the UN goals for
sustainable development.
● Pronounce the content words reviewed in class
appropriately.
● Speaking volume is loud enough to be heard by
everyone.
● Manifest a positive attitude that shows enthusiasm
on the addressed topic.

Instructions ya las pusimos???

 Rubric

Oral Presentation Rubric : Global Challenges

Teacher Name: Belén Fica, Nicolás Lagos

Student Name: ________________________________________

CATEGORY 4 3 2 1

Content Shows a full Shows a good Shows a good Does not seem to
understanding of the understanding of understanding of understand the topic
topic and gives original the topic and gives parts of the topic very well and does not
well explained opinions. opinions with some and gives give own opinions.
clear explanations. somehow vague
opinions on it.

Vocabulary Uses vocabulary Uses vocabulary Uses vocabulary Uses several (5 or

appropriate for the appropriate for the appropriate for the more) words or phrases
audience. Extends audience. Includes audience. Does not that are not understood
audience vocabulary by 1-2 words that include any by the audience.
defining words that might might be new to vocabulary that
be new to most of the most of the might be new to the
audience. audience, but does audience.
not define them.

Pronunciation Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or can
distinctly all (100-95%) distinctly all (100- distinctly most ( 94- not be understood OR
the time, and 95%) the time, but 85%) of the time. mispronounces more
mispronounces no mispronounces one Mispronounces no than two words.
words. word. more than two
words.

Intonation Volume is loud enough Volume is loud Volume is loud Volume often too soft to
to be heard by all enough to be heard enough to be heard be heard by all
audience members by all audience by all audience audience members.
throughout the members at least members at least
presentation. 90% of the time. 80% of the time.

Enthusiasm Facial expressions and Facial expressions Facial expressions Very little use of facial
body language generate and body language and body language expressions or body
a strong interest and sometimes are used to try to language. Did not
enthusiasm about the generate a strong generate generate much interest
topic in others. interest and enthusiasm, but in topic being
 enthusiasm about seem somewhat presented.
the topic in others. faked.

Theoretical Support / Justification

Teaching skills intertwined, instead of teaching them in isolation is crucial to adequate

language learning (Oxford, 2001), this is why the students are required throughout the unit to
not only look for information on their own (reading) but also they were exposed to different
videos (listening) and asked to participate in discussions, give an opinion or connect
information (speaking) their final product, which we are presenting here as the
communicative task to be assessed, needed of all four skills to be prepared. Although the
final product is asked to be presented and speaking will be the most important skill present,
the task and rubric are not designed to evaluate grammar aspects only or the language itself,
but to evaluate the student's performance with a focus on fluency over accuracy.

According to Bachman and Palmer (1996), usefulness is the most important principle of
assessment. This task is useful because it has a clear purpose and reflects the unit's aims. One
of the aims set for this unit is to “Use communicative skills to express their own opinions on
global issues through reliable arguments.” The integrated task of looking for information,
sharing, and proposing a solution for one of the UN goals, reflects the usefulness of the
assessment

For a task to be valid, it needs to be clear in what it is that we want to evaluate and what has
been taught. (Coombe, 2007). For our task, we asked students to present their infographics in
an oral way. Throughout the unit different instances of communicative activities were
designed, plus, the contents taught reflect the purpose of the infographics and what was
expected of the students to achieve, especially providing a solution and giving their opinions.

In order to assess the students’ performance we designed this communicative task taking into
consideration everything they will need to be able to complete it. Our designed task is
reliable because every student was given the proper tools and instances to get ready for it.
Moreover, as part of the designed project-based unit, the students were the ones who created
the schedule to be followed, this included an evaluation/ presentation which is our
assessment. Another important aspect to mention is the fact that this task was asked to do in
pairs to diminish students’ fear of speaking (Harmer, 2007) this, and the aspects mentioned
above for reliability, give the assessment a positive washback for students. Both teacher and
students know the purpose. The outcomes and a clear guide are followed, making the instance
of assessing safe of negative washback.

In terms of practicality, a speaking assessment seems difficult to assess. Nevertheless, for

this assessment that is in pairs, the time presenting won’t be as long as it would have been if
they had had to present one by one. Considering the aspects of the rubric, it won’t be difficult
for the teacher to check every criterion during the presentation. Moreover, as it was written
before and as it is needed for a project-based unit, this evaluation was scheduled with time
and by the students. A couple of classes will be used to present and one class will be used to
give necessary feedback for each couple.

When a task is authentic, it reflects real-life situations with the language used in real-life
contexts (Coombe, 2007). Throughout the unit, students worked with real global issues and
learned new vocabulary in context, nevertheless, they were always encouraged– and given it
was part of the aims of the unit– to give their own opinions. For this assessment too. Use of
English is not the main aspect of the rubric, only vocabulary will be assessed (that was seen
in classes). The most important criteria to be assessed is content and how the students will
give their own opinions on the topic. Although the presentation is not a real-life situation
itself, students will give their opinions on real-life topics and important issues, therefore, this
task is authentic and needs authentic language.

This task meets the principle of transparency. From class one, students were informed about
the outcomes of the unit. Students also made a schedule with the following classes and set the
date for the presentation. Students were also presented with the rubric and had time to prepare
for the presentation itself.

Given this task also meets the principles of reliability and validity, we believe this task meets
the principle of security too. This presentation is the final product of a series of classes where
students worked with the language, with interesting topics, and came up with good, well-
supported opinions and solutions. It is a design that most definitely could be recycled without
fear of spoiling security given each pair created their infographic with their own research.
Task II.

Description of the Integrated Assessment

This task contemplates a pair interview to assess students listening and speaking skills.
Considering the contents reviewed during the unit (The UN goals for sustainable
development, pollution and technology), both students will have to answer 2 questions (an
individual one and another they must discuss). The first question for student A will be aimed
to ask about the global challenges that the world is facing and its causes, while the first one
for student B will require them to provide some tips to stop or prevent some of these issues.
For the second question, students will have to pick a number from 1 to 20 and explain how
technology can boost the achievement of the UN goal for sustainable development that the
number represents. After students will be asked to fulfill a self-assessment rubric to evaluate
their own performance.

Integrated task

For this assessment, you will will have to choose a partner for an oral interview. In this

examination, each student will answer two questions: a question about challenges that you

must answer individually, and a question about the UN goals for sustainable development

that you must answer while discussing with your partner. Then, you will also have to

fulfill a self-assessment rubric.

Since it is a speaking assessment, you must consider pronunciation. See the rubrics below:

Instructions

“Remember that you will have to do the next summative assessment on the last week of
October (...) Okay, hear me out. By the end of this class, you will have to tell me who your
partner will be, because we’re doing an oral interview. In this interview you will be asked
two questions, but don’t worry these are general questions, so you can tell me a lot of the
information we have reviewed during the last unit.
Now, regarding the questions, let’s say Sofia and Camila will do the interview together.
When being interviewed, first I will ask Sofia about global challenges, then, once Sofia
finished her answer, I will ask Camila to provide tips to solve some of the challenges that
Sofia mentioned. Do you understand? (...) When both of you had answered one question
each, I will ask you to pick a number from 1 to 20 to select your second question, which will
be about the UN goals for sustainable development, and you will have to discuss to explain
one of these goals to answer the question. Keep in mind that your final mark will be the
result of the rubric I’ll use to evaluate your performance and a self-assessment rubric you’ll
have to fulfill (...) Is it clear? (...) Okay, explain it to me then. How will the assessment be
like? (...)

Of course, you must be careful with the words you choose and your pronunciation, because
it’s a speaking test and we have reviewed a lot of useful vocabulary related to environmental
issues by now.”

Test/task specifications

Aim SWBAT express their ideas on global challenges and

provide solutions to these orally.

Topic Global Challenges.

Skill to be tested/system Speaking / Phonology

Timing 10 minutes per group, but considering 19 pairs will be

assessed, it will take about 5 pedagogical hours to test the
whole class. That is to say one week and a half.

Criteria of assessment

Instructions

Add more if it is necessary

Rubric
 Oral Presentation Rubric: Global Challenges

Teacher Name: Belén Fica, Nicolás Lagos

Student Name: ________________________________________

CATEGORY 6 5-4 3-2 1-0

Content Shows a full Shows a good Shows a good Does not seem
understanding understanding understanding to understand
of the topic by of the topic by of some parts of global
explain both explaining both global challenges or a
global global challenges or a specific UN
challenges challenges and a specific UN goal for
(causes, specific UN goal for sustainable
consequences or goal for sustainable development
solutions) and a sustainable development. since the
specific UN development The student student does not
goal for partially since does not provide relevant
sustainable they do not mention the information
development include some main causes, about any of the
clearly. causes, consequences or topics.
consequences or solutions for
solutions. these.

Comprehension Student is able Student is able Student is able Student is

to understand to accurately to accurately unable to
the content of answer both answer only one accurately
the questions questions but question and answer any
and provide provides one or develops some questions or
accurate answer two details that relevant ideas provides poor
to them. are not related about the other answers.
to what the one but is not
questions ask. capable of
providing a
 proper answer
to it.

Grammar Uses the Uses most of Uses some Barely uses

vocabulary vocabulary vocabulary vocabulary
about global words about words about words about
challenges and global global global
the UN goals challenges and challenges and challenges and
for sustainable the UN goals the UN goals for the UN goals
development for sustainable sustainable for sustainable
that were development development development
reviewed in that were that were that were
classes. The reviewed in reviewed in reviewed in
students also classes. The classes. The classes. The
use correctly student also student also student does not
simple and uses correctly uses simple attempt to use
more complex simple structures any complex
structures structures correctly most structure
reviewed in reviewed in of the time but reviewed in
class. class but fails to does not attempt classes and fails
use other to use any more to use simpler
complex complex ones once or
structures structure twice.
previously reviewed in
reviewed most classes.
of the time.

Pronunciation Speaks clearly Speaks clearly Speaks clearly Often mumbles

and distinctly and distinctly and distinctly or cannot be
all (100-95%) all (100-95%) most (94-85%) understood or
the time and the time but of the time. mispronounces
mispronounces mispronounces Mispronounces from four to
no words. one word. two or three five words or
words. more.

Collaboration The student The student The student The student

with Peers always pays usually pays often pays rarely pays
attention to attention to attention to attention to
what their what their what their what their
classmate has to classmate has to classmate has to classmate has to
say and comes say and comes say, and hardly say and does not
up with up with simple ever complement
interesting ideas ideas to complements their partner's
to complement complement their partner's answers. The
 their partner’s their partner's answers. The pair does not
answers. answers. The student tries to interact at all.
Besides, they student tries to keep the pair
try to keep the keep the pair working well
pair working working well together but
well together by together by their interaction
using sentences using sentences does not go
to keep the to keep the naturally.
conversation conversation
going. going.

Self-Assessment Rubric: Global Challenges Speaking Evaluation

Student Name: ________________________________________

For this rubric, you will have to rate your performance from 1 to 5, where 1 means you
strongly disagree and 5 means that you strongly agree. Use a cross (x) to select the option that
better describes your performance.
Indicators 1 2 3 4 5
I was able to comprehend the content of each question.

I provided full and detailed answers to the questions the

teachers asked me.
I used appropriate vocabulary related to global challenges.

I was able to express my ideas clearly and without

hesitation.

I could work collaboratively with my partner and reached an

agreement by the end of the discussion.

Theoretical Support / Justification

As the first task presented in this document, before performing this assessment task, students
had to build their learning by using different communicative skills through the unit; however,
this assessment task involves only two integrated skills, listening and speaking, which are
present in oral interactions. Although these two are the most difficult skills to test, it is
important to provide students with different opportunities to develop them based on the
global phenomenon that English language has become throughout the years (Coombe, 2007).
Considering this aspect and others related to the number of doors that English proficiency
opens for people in different work fields, for this assessment students are required to work
collaboratively to demonstrate their knowledge on world current concerns and offer solutions
to different global challenges orally. The testing includes two rubrics. While the first one
considers wide criteria that focus on students’ performance of speaking and listening skills,
the second one invites them to be active actors of their own learning process by self-assessing
their own display.

Taking into consideration the format of the evaluation, which is clearly design for advanced
learners minding that students only have to answer two questions, its aim, that requires
students to “express their ideas on global challenges and provide solutions to these orally”,
and the use of vocabulary established in the analytic rubric, it can be said that the test
achieves the main principle of assessment, usefulness, since it was made with a specific
purpose and for a specific group of students, keeping in mind the content reviewed during the
unit, which leads the way to another principle, validity.

Besides contemplating the topics that are covered during class time, validity also considers
the way in which that content is approached by the teacher and how the assessment
instrument tests it by addressing the topic in a similar way to the approach that was used to
teach the content in the first place. Throughout the unit, students had many opportunities to
develop their speaking skills by sharing their ideas with the rest of the class or discussing
global challenges with different classmates or explaining their reasoning to the teacher during
SDL, PPP or TBL lessons. Thus, the assessment is not only valid, but it produces a positive
washback effect too, due to students feel confident because they have had the chance to
develop their skills in classes before.

Another assessment principle that can be affected by confidence is reliability, which is

directly related to the results obtained in evaluations and the consistency of the test score. So,
if students feel confident, they should feel more motivated and obtain better results too. For
the oral interview, students do not have the chance to do several different items to
demonstrate their listening and speaking skills. Nevertheless, in order to add more reliability
to the assessment, in this case, students also have to fulfill a self-assessment rubric to
evaluate their own performance. Therefore, their final mark will consist of the ponderation of
students’ results on the analytic rubric and the rating scale, assessing instruments that
students know well, considering that students acknowledged the way in which they would be
evaluated 2 weeks in advance, thus they were familiarized with both rubrics, which indicates
transparency.

This test also accomplishes two other assessment principles, authenticity, and practicality. So,
the evaluation is authentic because it englobes current world issues that affect us and the
global challenges that we face as humanity. Moreover, it requires students to develop 21st
century skills, such as critical thinking and problem solving, plus their speaking competences,
some characteristics that people need to be successful in our society today (Rotherhan &
Willingham, 2010). Consequently, the assessment was designed to make students develop
those skills by interacting with a peer, which lead us to the other assessment principle
previously mentioned, practicality. As it was stated in the previous justification section,
assessing speaking can be difficult and it sometimes represent a threat to practicality;
however, testing students in pairs will take less time for teachers to take the evaluation. Given
that, as Coombe (2007) emphasizes, it is important to work with another teacher when
assessing speaking, for this evaluation both teachers of the English Department will take the
test, so each one has a determined role while testing students’ skills.

Rotherham, A. J., & Willingham, D. T. (2010). 21st-century” skills. American educator,

17(1), 17-20.

Security At least for the second part of the interview, each pair will have to talk about a
different goal for sustainable development proposed by the UN.

In terms of practicality, a speaking assessment seems difficult to assess. Nevertheless, for

this assessment that is in pairs, the time presenting won’t be as long as it would have been if
they had had to present one by one. Considering the aspects of the rubric, it won’t be difficult
for the teacher to check every criterion during the presentation. Moreover, as it was written
before and as it is needed for a project-based unit, this evaluation was scheduled with time
and by the students. A couple of classes will be used to present and one class will be used to
give necessary feedback for each couple.

When a task is authentic, it reflects real-life situations with the language used in real-life
contexts (Coombe, 2007). Throughout the unit, students worked with real global issues and
learned new vocabulary in context, nevertheless, they were always encouraged– and given it
was part of the aims of the unit– to give their own opinions. For this assessment too. Use of
English is not the main aspect of the rubric, only vocabulary will be assessed (that was seen
in classes). The most important criteria to be assessed is content and how the students will
give their own opinions on the topic. Although the presentation is not a real-life situation
itself, students will give their opinions on real-life topics and important issues, therefore, this
task is authentic and needs authentic language.

This task meets the principle of transparency. From class one, students were informed about
the outcomes of the unit. Students also made a schedule with the following classes and set the
date for the presentation. Students were also presented with the rubric and had time to prepare
for the presentation itself.

Given this task also meets the principles of reliability and validity, we believe this task meets
the principle of security too. This presentation is the final product of a series of classes where
students worked with the language, with interesting topics, and came up with good, well-
supported opinions and solutions. It is a design that most definitely could be recycled without
fear of spoiling security given each pair created their infographic with their own research.

References

Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice:

Designing and developing useful language tests (Vol. 1). Oxford University Press.

Coombe, C. A., Folse, K. S., & Hubley, N. J. (2007). A practical guide to

assessing English language learners. University of Michigan Press.

Harmer, J. (2007) The Practice of English Language Teaching (343 - 363)

Oxford, R. (2001). Integrated Skills in the ESL/EFL Classroom.