Sarykol
Uritsk secondary
school
Portfolio
Form:
Subject:
Pupil:
English
teacher:
Form
teacher:
2016-2017 academic
years
Портфолио обучающегося
С целью отслеживания прогресса обучающегося
учителю следует хранить работы, выполненные обучающимися за
определенный период обучения. Портфолио обучающихся вводится с
целью повышения объективности и прозрачности оценивания результатов
обучающихся. Портфолио – это целенаправленный сбор работ
обучающегося, которые показывают его результаты обучения, прогресс
и учебные достижения по одному или нескольким предметам в
определенный период учебного года. Портфолио вводится с целью
повышения объективности и прозрачности оценивания учебных
достижений обучающихся.
Оно может включать рабочие тетради, нарисованные
обучающимися картинки, фотографии обучающихся в процессе выполнения
практических заданий, результаты выполненных обучающимися
исследований, комментарии учителя к работам. Некоторые работы
обучающихся могут храниться в электронной версии.
Рекомендуемая структура портфолио
обучающегося:
•
Титульный лист;
•
Разделители по предметам;
•
Суммативные работы за разделы, за четверти,
например: письменные работы, презентации, эссе и т.д. с критериями
оценивания и схемами выставления баллов;
•
Работы обучающихся, выполненные в процессе
повседневного обучения и отражающие уровень учебных
достижений;
•
Рекомендации, отзывы, обратная связь
учителя;
•
Рефлексия обучающегося.
Форма портфолио зависит от предмета и возраста
обучающегося. Например, портфолио по ИКТ и информатике могут быть в
электронной форме (электронное портфолио) и храниться на
электронном носителе (диске).
Primary
School
Grade 1 “
”
September
2016
Academic year
2016-2017
Textbook: Smiles 1 Jenny
Dooley-Virginia Evans
Serious Consultant: Bob
Obee
Translations by N.
Mukhamedjanova
Pupil’s book for Kazakhstan
Grade 1 Express Publishing
Criterion assessment scale
of pupils on the subject of English
Term
I
Module 1 My family / Module
2 My school
|
Criterion
|
Achievement
level
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Descriptors based on the
levels of Bloom’s Taxonomy
|
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A
Listening
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0
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Learner has not
achieved any of the criteria listed below.
|
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1-2
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Learner recognizes short basic
instructions for a limited range of classroom routines spoken
slowly and distinctly.
Learner has
difficulties in recognizing with support common names and names of
places.
|
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3-4
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Learner has some difficulties
in recognizing with support short basic questions about what
something is.
Learner listens to teacher’s
instructions, short greeting phrases, basic
words.
Learner recognizes
with support common names and names of places; recognizes the
spoken form of a limited range of everyday and classroom words the
names of letters of the alphabet.
|
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5-6
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Learner listens and repeats
words and phrases, follow simple Teacher instructions, perform
total physical response routines.
Learner recognizes with
support a limited range of basic common personal questions spoken
slowly and distinctly.
Learner recognizes
short basic instructions for a limited range of classroom routines
spoken slowly and distinctly.
|
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B
Speaking
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0
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Learner has not
achieved any of the criteria listed below.
|
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1-2
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Learner has some difficulties
in expressing his or her opinion related to the
topic.
Learner has some difficulties
in asking and answering questions.
Learner responds to
basic supported questions about things related to the
topic.
|
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3-4
|
Learner makes basic personal
statements but has some difficulties in expressing his or her
opinion related to the topic.
Learner makes basic personal
statements about people, objects and classroom
routines.
Learner pronounces familiar
words and expressions intelligibly.
Learner asks
questions in basic exchanges related to the
topic.
|
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5-6
|
Learner makes basic personal
statements about people, objects and classroom routines, expresses
his or her opinion related to the topic.
Learner makes up short
dialogues and role plays with pleasure and pronounces familiar
words and expressions intelligibly.
Learner designs his or her
project and presents it with the help of the
teacher.
Learner uses words
in short exchanges, makes introductions and requests in basic
interactions with others.
|
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C
Reading
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0
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Learner has not
achieved any of the criteria listed below.
|
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1-2
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Learner
recognizes sounds and names the initial letters of the alphabet
clearly.
|
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3-4
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Learner
recognizes sounds and names the initial letters of the alphabet
clearly.
Learner recognizes
consonant sounds in learned words and
phrases.
|
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5-6
|
Learner
recognizes sounds and names the letters of the alphabet
clearly.
Learner recognizes consonant
sounds in learned words and phrases.
Learner pronounces
the sounds after the teacher properly.
|
|
D
Use of
English
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0
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Learner has not achieved any
of the criteria listed below.
|
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1-2
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Learner uses demonstrative
pronouns this, that to indicate things.
Learner has some difficulties
in interrogative pronouns what,
where, how to ask basic questions.
|
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3-4
|
Learner applies demonstrative
pronouns this, that to indicate things
Learner
uses interrogative pronouns
what, where, how to ask basic questions.
Learner uses basic adjectives
to describe people and things.
Learner has some
difficulties in doing sums.
|
|
5-6
|
Learner applies demonstrative
pronouns this, that to indicate things.
Learner
uses and differentiates
colours, uses interrogative pronouns what, where, how to ask basic
questions
Learner uses basic adjectives
to describe people and things.
Learner uses cardinal numbers
1 - 10 to count, does simple sums.
Learner uses
singular nouns, plural nouns – to talk about
objects
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General criteria for the
formative assessment of students in the subject of
English
|
Criteria
|
The maximum level
of student achievement
|
|
A
|
Listening
|
6
|
|
B
|
Speaking
|
6
|
|
C
|
Reading
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6
|
|
D
|
Use of
English
|
6
|
|
Total
score
|
24
|
Pupils’ Formative
Assessment Score
|
Formative
Assessment
|
Scores
|
|
“ 2”
-
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0-12
|
|
“ 3”
-
|
13-17
|
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“ 4”
-
|
18-21
|
|
“ 5”-
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22-24
|
Criterion assessment scale
of pupils on the subject of English for every
month
Form: 1 “ ” Pupil’s name,
surname: Age:
|
Months
|
Modules
|
Strands
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Total
score
|
|
Listening
|
Speaking
|
Reading
|
Use of
English
|
|
0
|
1-2
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3-4
|
5-6
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0
|
1-2
|
3-4
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5-6
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0
|
1-2
|
3-4
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5-6
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0
|
1-2
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3-4
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5-6
|
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September
|
Module 1 My
family
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October
|
Module 2 My
school
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November
|
Module 3 My
Room
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December
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Module 4 My
Pets
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January
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Module 4-5 My
Food
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February
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Module 5 My
Food
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March
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Module 6 My
Music
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April
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Module 6-7 All About
My World
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May
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Module 7 All About
My World
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P
upil’s formative
assessment for each lesson according to the levels of Bloom’s
Taxonomy
- high
- высокая активность
- middle
-средняя активность
- low -
низкая активность
|
Pupil’s surname,
name
|
Instructional Strategies
for Use of Each Level of Bloom’s
Taxonomy
Knowledge- Comprehension
-Application –Analysis- Synthesis-
Evaluation
|
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Theme
of
the
lesson
|
Date
|
listens to teacher’s instructions, short greeting
phrases
|
knows and understands the main ideas of a short talk on
familiar topics
|
asks and answers the questions, makes up sentences,
compares things
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speaks English, communicates, interacts with other
learners
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demonstrates models, projects to class
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makes self and peer assessment
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P
ortfolio
Тақырыптық
тестілеулер
жинағы
Дарынды
оқушылармен
жұмыс
5,6,7,8
сынып
/жұмыс
дәптерлер/
9,10,11
сынып
/жұмыс
дәптерлер/
ЖИ көмекші
18 Қазан 2018
374
