General Information

 

What are we telling parents?

  • I remember my first parents’ evening. I was really nervous, even more when I had to talk about the report card. It was my first experience in leading a class and I thought the parents will not accept me as their children‘s teacher. The opposite happened! After this first parents‘ evening I reflected a lot about it. I wanted to know why it was a successful meeting. I think my evaluation plan was transparent from the beginning. I told them my method to have a mark in the report card at the end. Our school does the same. Every term we have eight marks (two speaking, two writing, two listening and two reading) . Here and there I have the pupils made some posters, presentations…
    Transparency to the children and parents is very important.
  • Show sample report cards and the criteria for the mark. The mark in English (4. – 6. class) consists of four parts: reading, writing, speaking and listening. I will make a tick for each part in the “Zeugnis” but there is just one mark for the overall performance.
  • There will be some vocabulary tests in different forms (with a game, a song, a test, an activity etc.).
  • After each topic there will be an overall test with a listening, reading, writing and speaking.
  • In advance the goals will be handed out.
  • When we have a discussion, dialogs, theatre etc. I will make notes about the children’s speaking.
  • I will give back all the exams to the children and their parents will have to sign them.

What are we grading?

  • Speaking and listening (lower primary)
  • Reading, Writing, Speaking, Listening (upper primary)
  • That the mark is not just the average from grammar test. (I learned English like that.) It is much more.
    It’s a overall conclusion.
  • Use different tests on reading, writing, listening, speaking and understanding and try to separate or declare grades based on those parts of the tests

How are we collecting information?

  • Short presentations in front of the class (prepared for homework) using pre-made or adapted rubrics.
  • Take notes during speaking/writing activities.
  •  Do not use the same tests over and over again. Have a big variety of assignments such as hands-on activities or roleplays. This is fun and also gives you as a teacher the possibility to take notes and observe the pupils. It is a good way to check the pupil’s skills.
  • If you teach in a modern way (TBL/CLIL), you also have to test them in that way!
  • It is important to have enough and valid documents to proof the report card grades given. recording notebook / observation sheets to take systematically notes about the children’s progress.
  • Always focus more on the child’s progress than on his difficulties.
  • You need a big variation of assessment!  - A good mix between formal tests and documents proving the formative assessment (notes about observations, pupil’s documents).
  • I record Information about reading, writing, listening and speaking skills by using the tests from the assessment packs of the teaching materials after each chapter.
  • Regularly, the children will write vocabulary tests, where they not only have to translate isolated words but also make short sentences or use matching and sorting skills.
  • During the lessons I observe the children and take notes about their progresses, especially in listening and speaking.
  • It is important that the children learn to self-evaluate their work. That’s why we start to train this from the beginning. But the self-evaluations don’t affect the grade in the report card.

...test the pupils through a variety of different tests. These should be referring to each of the four parts and should be done a few times over the whole semester. This way each part can be tested and supported as well. I think it is really hard to see every child’s skills by only observing them during class so I decided I also want to do reading and speaking tests. These can for example be done by asking a question about the topic that they just learned about (or a book they had to read) and write down their skills during their answer by using three or four different criteria. These criteria can change with the topics and with the grammatical structures they learned. I think this will give me a wider view of the pupils’ skills. Additionally it is really important to me that the sorts of tests I do with my class varies. This way each pupil has a chance to show his or her talent and find a sort of test that suits him or her.