Page 100 - @ccess 2 Teacher´s Book

Activity 37
• If you deem it necessary,
you may use sections of this
assessment to track your
students’ progress gradually
instead of leaving it until
this point.
• Remember you may change
tools using the formats we
include in this book. Indeed,
we encourage you to do so, in
order to have different elements
assessed by a variety of means.
• The practice does not include
a summative assessment tool
because the sub-products work
as complex tasks which provide
evidence of how far your
students have got. Moreover,
the sub-products are within
a context, which make them
more appropriate for assessing
communicative competence,
compared to summative tools
which, by nature, are partial.

Activity 38
• This is an individual product
assessment, compared to
the assessment instruments
prepared in Activity 36, which
are defined as co-evaluation.
• If necessary, you can prepare more specific product assessment tools which depend on the genre of each
student’s monologue.
Activity 39

• In this practice, the team assessment focuses on the preparation and the participation as part of an
audience, rather than the global assessment seen in other practices. The purpose of the practice was that
everyone could prepare her/his own monologue and present it in front of the class (or the audience you
have chosen beforehand).
• If necessary, you may add other assessment questions or, even better, you can let your students include
other questions as they see fit.

Teacher’s Book / Practice 5 99