Closed Assessment Tasks –

(have one right/wrong answer, provide limited opportunity for students to demonstrate higher levels of understanding & proficiency)

  • comprehension
  • observation e.g. Simon says,
  • Listen and Draw
  • cloze
  • multiple choice
  • comprehension checks
  • quick/exit quizzes
  • translate
  • ordering sentences/pictures
  • rewrite a text in first/third person, in a different tense

Open Ended Assessment Tasks

(have a wide range of responses and provide students with the opportunity to demonstrate higher levels of understanding and proficiency)

  • 1,3,10 Timed Write – Keith Toda and Martina Bex
  • Cutting up the EvidenceSenora Jota Jota
  • Retells – students retell the story
    A = Retold story incorporating new details and vocabulary (structures) from previous stories or other TCI situations/activities correctly.
    B = Retold story incorporating new details – who, what, where etc
    C = Retold story exactly as created with his’/her class.
    D =Words and/or phrases ( not sentences). Isolated use of target structures.
  • Free Write – 10 minutes of writing. A = incorporating lots of new details and vocabulary from previous stories appropriately into a largely (but not entirely) original story B = incorporating a few extra details and vocabulary from previous stories appropriately into a class story C = retelling a class story D = unconnected sentences. E = list of words


ACARA Documents

Follow this link to see ACARA templates:

Informal Summative Assessment Ideas

Awesome post by Martina Bex on how to check student comprehension

Another post by Martina Bex on listening Assessment

Listening Assessment Ideas…

  1. Listen to an audio of an Indonesian sentence from text then match to multiple choice of either written translations or pictorial translations.
  2. Listen to a parallel text and answer comprehension questions in English.
  3. Circle the sentence that …
    1. I  say
    2. That means…
  4. Do you hear what I hear – T says a L1 sentence. Students look at a matching sentence in L2 that has one too many words. They cross out the extra word. E.g. I want an ice cream = saya mau es krim besar.
  5. Read a ‘chapter’ from the story. Students circle only the images that represent the targeted structures. E.g. retell a parallel story and students circle only the family members/routines that the character in the story did.
  6. Give students an image. They then listen to a sentence and circle or cross out the aspects of the image that are correct/ incorrect.
  7.  Pause the video (parallel story) . Ask students to circle the last word they heard. Then ask them to guess what the next word will be and circle it.
  8.  Give students a set of key words to cross them off as they hear them in a video/listening to T.
  9. Draw, listen, check
  10. Martina Bex Post links – Listening Assessments, What did I say?
  11. Give students a page with a number of images representing obvious illustrations from the text. Say to the class, colour in the picture (name a colour) that means ‘sentence from TL text’ . change colours for each image.
  12. Tell a story using story listening and then students retell the story in English.

Writing Assessment Ideas

  1. build sentences – Spanish Playgrund – provide a small bank of known structures and students use them for output.

Reading Assessment Ideas