Evaluation Booklet

Please note we have provided opportunities to evaluate all three ESL competencies at various points in this document.

Competencies

1- Interacts orally in English

2- Reinvests understanding of texts

3- Writes and produces texts

  • During these activities, students should have access to all the resources that have been available to them during the year (e.g. functional language and strategy posters, dictionaries, word banks, editing checklists).
  • For the reinvestment and writing tasks, students should also have access to their peers to discuss and develop the response process.
Program Alert!
“Evaluation serves two distinct purposes: regulation of the development of the competencies, and recognition of competencies at the end of each year of the cycle and for the certification of studies.”
Québec Education Program, Cycle 2 ESL Core Program, p. 9.

Procedure for C1

We have provided you with two different C1 grids.

Place students in two, three or four.

Go over the instructions of the SB.

Explain to students how they will be evaluated using if you wish an acetate copy of the C1 rubric.

Evaluate students’ oral interaction as they carry out the task.

For each section (criterion) of the rubric, check off the descriptor that best corresponds to each student’s performance.

The acetate copy of the rubric can remain on the OHP throughout the task for students to refer to.

Procedure for C2

  • We have provided you with three different grids.
  • Make sure you give students a reading, viewing or listening intention before they begin the task.
  • Explain to students how they will be evaluated using if you wish an acetate copy of the C2 rubric.
  • For each section (criterion) of the rubric, check off the descriptor that best corresponds to each student’s performance.

Procedure for C3

  • We have provided you with three different grids.
  • Explain to students how they will be evaluated using if you wish an acetate copy of the C3 rubric.
  • For each section (criterion) of the rubric, check off the descriptor that best corresponds to each student’s performance.
  • No word count has been suggested and is at the teacher’s discretion.
  • We have not provided any checklist for the writing process but we do encourage you to provide students with such as resource.

Please note that :

  • One grid combines C2 and C3 and is intended to evaluate the same product.
  • Another grid combines C2 and C3 and is intended to evaluate the same product but you need to specify your text requirements for the students final product.
  • The final grids are generic rubrics that includes all 4 criteria for each competency; it is up to the teacher to decide which criteria he or she wants to evaluate.
  • Use the grid best fitted to your needs.

GRIDS

Please note that the grids come in different formats. It is not a lay-out problem.

1

C2 Analytical Rubric: Reinvests understanding of texts / C3 Analytical Rubric: Writes and produces texts
Use of knowledge in a reinvestment task / Formulation of the message
Student’s text contains relevant ideas pertaining to the required elements:
  • At least three ideas from the text(s)
  • Links between personal experience(s) and the chosen ideas

A / The text contains information relevant to both requirements

AND

Contains subtle elements from the text (s) that help build/enrich the text / The text is understood upon first reading.
Writing displays exceptional use of language repertoire and careful editing: a few errors may be present but do not distract the reader.
B / The text contains information relevant to both requirements / The text is understood upon first reading.
Writing displays solid use of language repertoire and effective editing: errors are present but do not interfere with understanding.
C / The text contains ideas from the text (s) (two relevant ideas)
AND
Link(s) between personal experience(s) and the chosen text(s)
OR
The text contains ideas from the text (s) (three relevant ideas)
BUT
No relevant link between personal experience(s) and the chosen text(s) / The text is understood upon first reading with little interpretation.
Writing displays basic use of language repertoire and further editing is needed: errors are multiple and/or recurrent and sometimes interfere with but do not impede understanding.
D / The text contains ideas from the text (two relevant information/ideas)
BUT
No relevant link between personal experience(s) and the chosen text(s) / Some of the text may remain obscure despite rereading.
Writing displays insufficient use of language repertoire and/or little evidence of effective editing: errors are multiple, recurrent and impede understanding.
E / The text contains only one or no information from the text
AND
May or may not include link(s) between personal experience(s) and the chosen text(s) / Very little of the text is understood, even after rereading.
OR
Too much information is missing.
OR
Text is too brief to be evaluated fairly.
OR
The text is mostly made up of parts copied from the text(s)

Adaptation of: A Picture Is Worth a Thousand Words, LES, Secondary IV, English as a Second Language, Core Program, MELS

1

Evaluation Criteria
C1 / A / B / C / D / E
Participation in oral interaction / Interactsthroughout the discussion, contributing significantly to achieving goals (e.g. builds on others’ ideas constructively, asks for teammates’ opinions). / Interacts throughout the discussion, helping exchanges. / Interacts throughout most of the discussion, helping exchanges. / Interacts sporadically.
OR
Interacts throughout most of the discussion, but hardly helps exchanges. / Expresses ideas or responds to others occasionally
when prompted.
Content of the message / Discusses topics in depth, sometimes presenting insightful observations/comments, and brings up new ideas/aspects to fuel the discussion. / Discusses topics in depth, going beyond the obvious. / Discusses topics unevenly: sometimes on a superficial level and sometimes in depth. / Discusses topics mostly on a superficial level; needs prompting to elaborate.
OR
Brings up ideas that sometimes lack relevance, clarity or appropriateness. / When interacting, expresses comprehensible messages despite hesitations and limited language repertoire.
OR
May speak with fluency and accuracy, but interaction is insufficient to fairly evaluate articulation of the message.
Articulation of the message / When interacting, speaks with natural ease and accuracy, spontaneously using advanced language (such as complex verb tenses and sentence structures, vivid vocabulary, typical English forms). / When interacting, speaks with ease and accuracy, using typical English forms (such as idiomatic expressions, typical English sentence structures). / When interacting, speaks with a certain degree of confidence and accuracy: hesitations and/or errors do not interfere with meaning and hardly affect the flow of the discussion. / Expresses mostly repetitive or generic ideas(e.g. I think it’s good; I agree with you).
OR
Rarely expresses relevant or appropriate ideas. / Expresses messages that are incomplete or only partially understood.

1

Secondary Cycle Two Enriched Program

Competency 2, Reinvests understanding of texts

and

Competency 3, Writes and produces texts

Evaluation Criteria / A / B / C / D / E
C2 / Use of knowledge from texts in a reinvestment task /  strongly shows clear links* to the texts and information used is entirely relevant and highly adapted**. /  shows clear links* to the texts and information used is mostly relevant and adapted**. /  shows clear links* to some of the texts and information used is partially relevant and adapted**. /  shows few clear links* to the texts and most of the information used is irrelevant and/or inaccurate.
OR
 most of the information is copied. /  shows no clear links* to the texts and information is neither relevant nor accurate.
OR
 All of the information is copied from the texts.

C3

/ Formulation of the message (A) ***
Text requirements
 ______
______
 ______


 /  has more than the required elements. /  has all the required elements /  has most of the required elements /  has some of the required elements. /  has little or none of the required elements.

C3

/ Formulation of the message (B) ***
Language repertoire /  Correct use of language conventions throughout /  Language conventions are mostly correctly used throughout. /  Language conventions are satisfactorily used throughout. /  Language conventions are mostly incorrectly used throughout. /  Language conventions are incorrectly used throughout making text impossible to understand.
Comments: / Global evaluation:

1

Adapted from Mandate 5, Montérégie – 2007-2009

Evaluation situation for EESL (Enriched ESL) Am I money Smart?

+ = Student excels at this given level. C1 INTERACTS ORALLY IN ENGLISH

CRITERIA / A Exceeds requirements of task(s) / B Clearly meets requirements of task(s) / C Meets minimal requirements of task(s) / D Falls short of minimal requirements of task(s) / E Clearly falls short of minimal requirements of task(s)
Participation in oral interaction / Always uses English confidently to explore and discuss all issues dealt with in class.
Consistently takes risks with the English language and when expressing ideas.
Makes a concerted effort to keep discussion going in all situations.
Always shares ideas and opinions and provides feedback / Often uses English confidently to explore and discuss most issues dealt with in class.
Often takes risks with the English language and when expressing ideas.
Helps keep discussion going in most situations.
Often shares ideas and opinions and provides feedback / Sometimes uses English confidently to explore and discuss some issues dealt with in class.
Sometimes takes risks with the English language and when expressing ideas.
Helps keep discussion going in some situations.
Sometimes shares ideas and opinions and provides feedback / Rarely uses English to explore and discuss some issues dealt with in class.
Rarely takes risks with the English language and when expressing ideas.
Does not help keep discussion going in most situations.
Rarely shares ideas and opinions and provides feedback / Never uses English to explore and discuss any issues dealt with in class.
Never takes risks with the English language and when expressing ideas.
Does not help keep discussion going in any situations.
Never shares ideas and opinions and provides feedback
Content of the message / Very easily understood by a native English speaker who does not speak the student’s first language.
All of the content of the message is pertinent to the topic and all of the ideas are coherent and reflect their cognitive maturity.
Viewpoints are consistently supported with facts, examples and explanations.
Always adjusts message for a specific context and audience. / Easily understood by a native English speaker who does not speak the student’s first language.
Most of the content of the message is pertinent to the topic and most of the ideas are coherent and reflect their cognitive maturity.
Viewpoints are often supported with facts, examples and explanations.
Often adjusts message for a specific context and audience. / With limited repetition, understood by a native English speaker who does not speak the student’s first language.
Some of the content of the message is pertinent to the topic and some of the ideas are coherent and reflect their cognitive maturity.
Viewpoints are sometimes supported with facts, examples and explanations.
Often adjusts message for a specific context and audience. / Rarely understood by a native English speaker who does not speak the student’s first language even with repetition.
Little of the content of the message is pertinent to the topic and few of the ideas are coherent and reflect their cognitive maturity.
Viewpoints are rarely supported with facts, examples and explanations.
Rarely adjusts message for a specific context and audience. / Never understood by a native English speaker who does not speak the student’s first language even with repetition.
None of the content of the message is pertinent to the topic and none of the ideas are coherent and reflect their cognitive maturity.
Viewpoints are never supported with facts, examples and explanations.
Never adjusts message for a specific context and audience.
Articulation of the message / Consistently produces stretches of well-structured speech.
Speech always flows easily and smoothly with little hesitation when searching for words.
Always uses vocabulary, grammar, pronunciation, intonation and register effectively.
Uses many idiomatic expressionsand many complex sentence structures. / Often produces stretches of well-structured speech.
Speech often flows easily and smoothly with some hesitation when searching for words.
Often uses vocabulary, grammar, pronunciation, intonation and register effectively.
Uses some idiomatic expressionsand some complex sentence structures. / Sometimes produces stretches of well-structured speech.
Speech sometimes flows easily and smoothly with some hesitation when searching for words.
Sometimes uses vocabulary, grammar, pronunciation, intonation and register effectively.
Uses few idiomatic expressionsand few complex sentence structures. / Rarely produces stretches of well-structured speech.
Speech rarely flows easily and smoothly with much hesitation when searching for words.
Rarely uses vocabulary, grammar, pronunciation, intonation and register effectively.
Rarely uses idiomatic expressionsand complex sentence structures. / Never produces stretches of well-structured speech.
Speech never flows easily and smoothly with much hesitation when searching for words.
Very rarely uses vocabulary, grammar, pronunciation, intonation and register effectively.
Never uses idiomatic expressionsand complex sentence structures.
Management of strategies and resources / Always makes a conscious effort to improve this competency.
Manages strategies and resources autonomously.
Always analyzes use of strategies and resources and consistently makes necessary adjustments. / Often makes a conscious effort to improve this competency.
Uses targeted strategies and resources autonomously.
Often analyzes use of strategies and resources and often makes necessary adjustments. / Sometimes makes a conscious effort to improve this competency.
Uses targeted strategies and resources with support from peers and teacher.
Sometimes analyzes use of strategies and resources and sometimes makes necessary adjustments. / Rarely makes a conscious effort to improve this competency.
Rarely uses targeted strategies and resources.
Rarely analyzes use of strategies and resources and rarely makes necessary adjustments. / Never makes a conscious effort to improve this competency.
Never uses targeted strategies and resources.
Never analyzes use of strategies and resources and never makes necessary adjustments.

IMPORTANT - Please note that since these rubrics are generic in nature for the entire Secondary Cycle Two, it is up to the teacher to adjust the level of complexity of the different tasks in the Learning and Evaluation Situations and Evaluation Situations to correspond to the student’s expected level of competency development. (See Development of Competency section of program[IG1].)

+ = Student excels at this given level. C2 REINVESTS UNDERSTANDING OF TEXTS

CRITERIA / A Exceeds requirements of task(s) / B Clearly meets requirements of task(s) / C Meets minimal requirements of task(s) / D Falls short of minimal requirements of task(s) / E Clearly falls short of minimal requirements of task(s)
Participation in the response process / Consistently uses the response process to construct meaning.
Consistently perseveres in trying to understand texts.
Always takes risks when sharing responses.
Always keeps an open mind to others’ responses. / Often uses the response process to construct meaning.
Often perseveres in trying to understand texts.
Often takes risks when sharing responses.
Often keeps an open mind to others’ responses. / Sometimes uses the response process to construct meaning.
Sometimes perseveres in trying to understand texts.
Sometimes takes risks when sharing responses.
Sometimes keeps an open mind to others’ responses. / Rarely uses the response process to construct meaning.
Rarely perseveres in trying to understand texts.
Rarely takes risks when sharing responses.
Rarely keeps an open mind to others’ responses. / Never uses the response process to construct meaning.
Never perseveres in trying to understand texts.
Never takes risks when sharing responses.
Never keeps an open mind to others’ responses.
Evidence of understanding of texts / Consistently formulates responses that are clearly linked to texts.
Establishes personal links to many aspects of the text.
Consistently makes insightful generalizations to consider issues in a broader light.
Always takes into account the internal features (topic/information, language and text components) and the external features (purpose, audience and culture) of texts. / Often formulates responses that are clearly linked to texts.
Establishes personal links to some aspects of the text.
Often makes insightful generalizations to consider issues in a broader light.
Often takes into account the internal features (topic/information, language and text components) and the external features (purpose, audience and culture) of texts. / Sometimes formulates responses that are clearly linked to texts.
Establishes personal links to a few aspects of the text.
Sometimes makes insightful generalizations to consider issues in a broader light.
Sometimes takes into account the internal features (topic/information, language and text components) and the external features (purpose, audience and culture) of texts. / Rarely formulates responses that are clearly linked to texts.
Establishes personal links to none of theaspects of the text.
Rarely makes insightful generalizations to consider issues in a broader light.
Rarely takes into account the internal features (topic/information, language and text components) and the external features (purpose, audience and culture) of texts. / Rarely formulates responses that are clearly linked to texts.
Establishes personal links to none of theaspects of the text.
Rarely makes insightful generalizations to consider issues in a broader light.
Rarely takes into account the internal features (topic/information, language and text components) and the external features (purpose, audience and culture) of texts.
Use of knowledge from texts in a reinvestment task / Always selects the appropriate knowledge from texts
Always organizes the appropriate knowledge from texts.
Always adapts the appropriate knowledge from texts.
Respects all of the requirements of the task. / Often selects the appropriate knowledge from texts
Often organizes the appropriate knowledge from texts.
Often adapts the appropriate knowledge from texts.
Respects most of the requirements of the task. / Sometimes selects the appropriate knowledge from texts
Sometimes organizes the appropriate knowledge from texts.
Sometimes adapts the appropriate knowledge from texts.
Respects some of the requirements of the task. / Rarely selects the appropriate knowledge from texts
Rarely organizes the appropriate knowledge from texts.
Rarely adapts the appropriate knowledge from texts.
Respects few of the requirements of the task. / Never selects the appropriate knowledge from texts
Never organizes the appropriate knowledge from texts.
Never adapts the appropriate knowledge from texts.
Respects none of the requirements of the task.
Management of strategies and resources / Always makes a conscious effort to improve this competency.
Manages strategies and resources autonomously.
Always analyzes use of strategies and resources and consistently makes necessary adjustments. / Often makes a conscious effort to improve this competency.
Uses targeted strategies and resources autonomously.
Often analyzes use of strategies and resources and often makes necessary adjustments. / Sometimes makes a conscious effort to improve this competency.
Uses targeted strategies and resources with support from peers and teacher.
Sometimes analyzes use of strategies and resources and sometimes makes necessary adjustments. / Rarely makes a conscious effort to improve this competency.
Rarely uses targeted strategies and resources.
Rarely analyzes use of strategies and resources and rarely makes necessary adjustments. / Never makes a conscious effort to improve this competency.
Never uses targeted strategies and resources.
Never analyzes use of strategies and resources and never makes necessary adjustments.

IMPORTANT - Please note that since these rubrics are generic in nature for the entire Secondary Cycle Two, it is up to the teacher to adjust the level of complexity of the different tasks in the Learning and Evaluation Situations and Evaluation Situations to correspond to the student’s expected level of competencydevelopment. (See Development of Competency section of program.)