The oral communication examination for English 30/33 (high school)
includes a small group discussion (3-4 students) of a story (or
other prose work or poem) assigned as homework. Students are given
several questions to discuss. The discussion takes one 60-80-minute
period.
For example, one task on the 1991 assessment was to read "The
Glass Roses" and discuss the following (among other things):
"Decide what mood is developed by each description below
and suggest reasons why these moods are effective in the context
of the action in which they appear."
Students are assessed using the attached criteria.
Oral Communication Evaluation: English 30/33 Activities
and Scoring Guides, 1992
Alberta Education
Learning Resources Distributing Centre
12360 142nd Street
Edmonton, Alberta T5L 4X9
(403) 427-2767
Reproduced with the permission of the
Minister of Education,
Province of Alberta,
Canada, 1997
(Talk will be characterized by pauses as students grapple with
new ideas; the more thoughtful students may exhibit more pauses.
False starts and repetitions will characterize talk until comprehension
and linguistic control develop toward the end of the activity.
Sentences may not be completed; students will interrupt one another,
completing ideas begun by others.)
INTERACTION
5 Excellent: The student is attentive, open-minded, courteous
and sensitive to the ideas, tone and purpose of the activity;
intellectual curiosity, attention to the task, and sensitivity
to others help to create a productive climate in the group. The
student confidently shares ideas and feelings, actively builds
on the ideas of others, and is an effective member or leader of
the group.
4 Proficient: The student is attentive and courteous; purposefully
and confidently undertakes the task assigned; thoughtfully handles
the ideas offered by others, willingly offers own ideas, and is
an efficient member or leader of the group.
3 Satisfactory: The student is courteous and willing to
share with and listen to others; relies on the momentum of the
group to motivate his inquiry into the topic; accepts ideas of
others, offers own ideas, and is a courteous member or leader
of the group.
2 Limited: The student is easily distracted; lacks the
confidence to receive and express ideas easily and clearly; looks
for confirmation of initial biases and may use language, tone,
or nonverbal behavior inappropriate for the occasion or purpose;
is a guarded, insecure member of the group and is uncomfortable
in the role of leader.
1 Poor: The student is uninvolved in the activity and lacks
the confidence to explore ideas orally; contributes almost nothing
to discussions, which is inappropriate for the occasion and purpose;
is uninvolved in the group and is unwilling to act as leader.
COMPREHENSION STRATEGIES
5 Excellent: The student's discussion is perceptive, thorough,
and insightful. Support is substantial and logical. The student
shows perception while actively developing understanding of themes,
main ideas, and supporting details; selects details from the text
to support interpretations and revises interpretations to accommodate
all details in the text; has a clear idea of the shape of the
task and sustains inquiry until the task is thoroughly completed.
4 Proficient: The student's discussion is thoughtful and
methodical. Support is appropriate and substantial. The student
shows thoughtfulness as understanding of themes, main ideas, and
supporting details develops; selects details from the text to
support interpretations; has a clear idea of the shape of the
task and sustains inquiry until the task is substantially completed.
3 Satisfactory: The student's discussion is on topic and
sustained. Support is offered. The student shows a developing
understanding of themes, main ideas, and supporting details; accepts
ideas with little question but can explain and support ideas when
asked by others to elaborate; has a mechanical understanding of
the task and sustains inquiry until the task is completed.
2 Limited: The student's discussion is sporadic. The student
struggles to provide ideas or support. The student has difficulty
developing an understanding of themes and distinguishing between
main ideas and supporting details; may frequently ask for repetition
of ideas but shows little evidence of understanding; may have
a limited understanding of the task or may understand the task
but be unable to sustain the inquiry to adequately fulfill the
task.
1 Poor: The student's discussion is weak and unfulfilling.
The student does not develop an understanding of themes, main
ideas, and supporting details; may passively accept ideas offered
by others; involvement detracts from the activity rather than
enhances it.
PERFORMANCE SKILLS (VOCABULARY, LANGUAGE USE)
5 Excellent: The student uses precise vocabulary and economical syntax.
4 Proficient: The student uses precise vocabulary and expresses ideas clearly.
3 Satisfactory: The student uses general vocabulary and expresses ideas wordily.
2 Limited: The student uses vocabulary that is too general and immature to allow for adequate discussion beyond a fairly literal level.
1 Poor: The student's vocabulary and sentence skills are
too deficient to support ideas required by the level of discussion.
Alberta Education, Alberta Canada, 1992