Controlled Assessment Speaking & Writing

1. Controlled AssessmentSpeaking & Writing Rachel Hawkes Some thoughts on CA so far……!

2. Feedback from teachers! We now spend all our time assessing and not enough time teaching! It’s very hard for students to write 200+ words under controlled conditions. There’s a massive discrepancy between the prepared presentation and the more spontaneous follow up. It’s a nightmare not being able to give feedback in Stage 2. Students are still trying to memorise everything for the oral like they did before! 6 hours preparation time is too long – what is the teacher supposed to do in this time? Rachel Hawkes

3. Rachel Hawkes

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5. Rachel Hawkes

6. http://www.text-to-speech.imtranslator.net/speech.asp • Type the word, sentence, paragraph, book into the box,  • Set the speed to -2 (or whatever speed the student can build up to) • Choose the target language • Click "say it"  ORUse www.voki.com Rachel Hawkes

7. What went well? Even better if? Rachel Hawkes

8. Some thoughts after Round 1 in my school! • The first task (Term 1 Y10) was not very good • Students were not able to respond readily enough to spontaneous questions • Teachers found their role much more demanding than previously and also needed to adapt their practice • We needed to make time as a department to consider best practice in examining (as well as assessing/marking) • We recorded everything but this added an extra layer of time and stress to the process Rachel Hawkes

9. What we plan to do differently… • Record just one oral for each student • Continue to place great emphasis on spontaneous talk in teaching (from Y7) • Practise preparing/planning to write CA style tasks in Y10 at key times • Use methods we have developed to ensure that teachers offer students optimal support in the oral • Evaluate which CA tasks worked the best for students and re-use these – abandon/adapt others • Consider KS3 in KS4 planning – modify practice at KS3 where appropriate Rachel Hawkes

10. Key Stage 3 Speaking Assessment Name: Notes on Presentation: La forme Communication Range of Language Accuracy/Pronunciation NC level:

11. Controlled Speaking Assessment ‘Health’ Open Interaction. • You have been doing Weightwatchers for 5 years now and have lost a lot of weight! You have been asked by the Area Manager to come and speak at one of the meetings to try and inspire others to lose weight. • The Area Manager would like you to have a chat with one of the people trying to lose weight. You should be prepared to speak about the following: • What you typically eat now and what you used to eat before you started Weightwatchers. • What your lifestyle is like now (including your daily routine and any sports you do) and what it used to be like before you became healthy. • Your opinion on smoking and alcohol • What you plan to do in the future to stay healthy • Any advice you would give someone trying to lose weight Be prepared to ask at least two questions to the person who is trying to lose weight. Edexcel French GCSE Task 2010-11

12. Health Controlled Speaking Assessment Name:__________________

13. GERMAN GCSE SPEAKING CONTROLLED ASSESSMENTOPEN INTERACTION: Free time • You are visiting your cousins who now live in Germany. It is your cousin Mark’s birthday and at the party you meet a German person of your own age who wants to get to know a little more about you. • Be prepared to discuss: • your musical tastes • your sporting & other free time interests • your current money situation • making plans to do an activity together • Be prepared to ask questions of the person. Rachel Hawkes

14. Open Interaction – Free Time Comberton Village College Gesamtschule Obersberg, Bad Hersfeld Situation As part of the German Exchange the German pupils want to interview CVC students about their free time activities and compare with young people in Germany to inform an article for the school magazine. Your teacher will play the role of one of the German students. Task Be prepared to talk about: -What you and others normally do in free time -What you did last weekend -Your sporting interests -Pocket money and how you spend it -Use of media- TV/Film/Computer/Books/Music -Future plans for taking up new hobbies Be prepared to ask the German pupils questions about their free time.

15. Check-list for teachers for conducting a GCSE speaking assessment • You could use this checklist in the following ways:- • To listen to exams you have already conducted to assess how well you structured the assessment and supported the candidates. This could also help you to identify what each candidate needs from you next time. This could be done at moderation meetings, individually or in pairs. • To read through just before conducting the next lot of assessments to remind you of key strategies and your role in getting best out of students. • To use after you have assessed the first couple of candidates in a cohort so that you can improve further for the rest of the candidates. Maybe build in 10 mins spare after first two? • Depending on the class and your relationship, you could use it with the whole class or individuals- listen to an example recording and have a discussion with pupils about what would have helped them further, as well as what they could do to improve (see student checklist!). Rachel Hawkes

16. Preparation 1. Were you 100% sure about the equipment and how to record? 2. Did you have a list of possible questions in front of you to give you an idea of where to take the conversation? Did you overuse them and did this prevent the natural flow of conversation? 3. Did you have a list of Quality of Language criteria in front of you e.g. tenses, opinions, reasons so that you could lead them into using whatever they were lacking in their answers? Rachel Hawkes

17. During exam 1. Did you make notes during the presentation element so that you didn’t ask them something they had already said? 2. Were your voice and body language friendly and relaxed? 3. Did you sound like you were actually listening to what the pupil was saying? 4. Did you build up gradually from closed/simple to more open/complex questions? 5. Did you use cognates, particularly with weaker pupils? 6. Did you emphasise the key words in your question? 7. Did you leave enough thinking time? 8. Did you judge well when to end a silence and move on to the next question? 9. Did you give examples if pupil didn’t understand the question straight away? 10. Did you sometimes rephrase the question by using a different construction? Rachel Hawkes

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19. Peerassessment Mein Schulleben Elaborate, extend, and take initiative Accurately include a range of structures and vocab Lesson sequence – German Y10 classSpeaking tasks on theme of schoolThank you to Helen Piggott, Comberton Village College

20. Peerassessment Lesson sequence – German Y10 classSpeaking tasks on theme of school  = einfacher  =schwieriger Rachel Hawkes

21. Peerassessment Was sind deine Lieblingsfächer? • Mein Lieblingsfach ist Geschichte. • Mein Lieblingsfach ist Geschichte, weil es mir leicht fällt. • Mein Lieblingsfach ist Geschichte, weil es mir leicht fällt und der Lehrer ist humorvoll. • Mein Lieblingsfach ist Geschichte, weil es mir leicht fällt und der Lehrer ist humorvoll. Außerdem denke ich, dass es nützlicher als Erdkunde ist. Rachel Hawkes

23. Peerassessment Mein Schulleben Elaborate, extend, and take initiative Accurately include a range of structures and vocab

24. Peerassessment

25. Peerassessment Spend the Words Take it in turns to ask and answer the same questions as before. This time, rather than speaking for as long as you can, you need to try and include the words below and ‘spend’ the words as you answer your 5 questions. Your partner will cross them off as you use them and you need to do the same for your partner. The first to use up all the words is the winner.

26. Tips so far... • Don’t start Stage 2 too early. • Build up students’ familiarity with the exam criteria and their skills in self and peer assessment • Prepare a list of all possible questions on the theme that you think could be answered well spontaneously • Make a copy of this sheet so that you have one per student • Use this list as you listen to the student presentation and or picture-based introduction and highlight questions that you could ask to follow up on (but not repeat) the material • Allow yourself more leeway at the start of the day as the first few take longer • Try out the recording equipment yourself in good time before the exams to familiarise yourself and become confident • Before each recording say: Candidate Name & Number, Centre Name, the task type and topic and the date • When you save the sound file, name it usefully (see Audacity instructions) to when your sample is requested (months later!) you can find the material easily. Rachel Hawkes

27. Rachel Hawkeswww.rachelhawkes.com