Teacher sheet: Formative assessment

Glaciers
Formative assessment task unit standard 15007, Level 2, version 4,

Understand spoken information and instructions in familiar contexts (ESOL)

This is a formative task for unit standard 15007 and should not be used for summative assessment.
This unit standard has two elements.
Element 1: Understand spoken information in a range of familiar contexts.
Element 2: Follow multi-step instructions in familiar contexts, and request repetition as required.

Conditions

  • Understanding may be demonstrated by verbal or non-verbal response.
  • For element 1 parts of the text may be repeated TWICE on request.
  • For element 2 the text may be repeated on request.
Learning contexts
The English Language Intensive Programme (ELIP) Stage 2 (2c and 2d, Can negotiate an oral transaction) has suggested teaching components, strategies, and sample texts.
It is important that topics used for spoken texts are familiar to students. This can be achieved by linking to writing topics (e.g. ESOL unit standard 17368) and reading topics (e.g. ESOL unit standard 2986). The listening transcripts for element 1 provide models for the conversations needed for ESOL unit standard 17360.

Notes for teachers

A teaching and learning sequence is available for this assessment at This sequence ensures that learners have become familiar with:
  • the topic through a range of listening, speaking, reading and writing activities;
  • the context and vocabulary;
  • the question types used in this assessment.
The same assessment conditions for the summative assessment should be used for the formative assessment in order to familiarise students with the summative assessment process. For this reason:
  • it is important to be aware of the special notes in the standard;
  • assessment conditions should be adhered to and students should not have seen or heard the texts before the assessment activity.
In order to maximise the learning potential of this formative assessment, students should complete the self-evaluation checklist when their marked work is returned. This can help inform further teaching and learning prior to summative assessment.

Diagrams may be reproduced for assessment and teaching purposes in conjunction with this resource © Helen Diaz.

Student sheet: Formative assessment (Element 1)

Formative assessment unit standard 15007, Level 2,version 4,

Understand spoken information and instructions in a range of familiar contexts (ESOL)
Element 1: Listen to and understand spoken texts on different topics.
For this formative assessment you will do two separate assessment tasks.

Conditions

  • You will be given time to read the questions before you listen to the text.
  • You may ask any questions you want to and you may use a dictionary to check words before the assessment starts.
  • You will hear the text once.
  • Do not ask questions while the text is being read.
  • When your teacher finishes reading the text you may ask for it to be repeated.
  • You will be given time at the end of the assessment to check your answers.

Glossary

Text means the spoken words you will listen to.
Identify means to say what something is e.g. The main idea is …….

Element 1

You will need to:

say what type of spoken text it is e.g. a radio programme, two teachers talking to each other.

/

1.1

answer questions about what is said in the text. / 1.2

Teacher sheet: Task 1 (Element 1)

Formative assessment for unit standard 15007, Level 2, version 4,
Understand spoken information and instructions in a range of familiar contexts (ESOL)

Element 1 - Understand spoken information

Before each task:

1. Allow students time to read the questions.

2. Students may ask for assistance to understand the questions and

may use a dictionary to look up any unknown words.

3. The words in italics are not part of the assessment and should be

read twice to the students before the assessment begins.

4. Read each text out loud.

5. Read the text a second and third time if requested.

6. Allow time for students to complete and/or check their answers.

Task 1: Read the following to your students. The words in italics should be read

twice as they are not part of the assessment.

1. Find Task 1 and read the questions (read this twice) – allow time for this.
2. Now listen to the text and answer the questions (read this twice).
3. Listen to Text 1 (read this twice).
Good morning 5A. Today we are going to continue our work on glaciers by watching a DVD about the different types of glaciers.
Now you all know what a glacier is and what it looks like. However there are different types of glaciers and this DVD will show you examples of glaciers. The two main groups of glaciers are valley glaciers and continental glaciers.
The first thing I want you to do is look at the worksheet. You can see that you have a chart to fill in. On the chart you have to fill in the type of glacier. That means write whether it’s a valley or continential glacier. Location means write where this type of glacier is found, you can put the name of the country or the type of place. The third column, ‘Features’, means write what it is like. Now don’t write sentences. Just write notes, one or two words.
We are going to watch the DVD twice. So answer the questions the first time you watch the DVD. Then you will have time to compare your answers with your partner before watching the DVD a second time.
Okay. Make sure you have a pen, don’t use pencil, and write your name at the top of the worksheet and I’ll start the DVD.
4. Now check your answers (read this twice)

Student sheet: Formative assessment, Task 1 (Element 1)

Formative assessment for unit standard 15007, Level 2, version 4,
Understand spoken information and instructions in a range of familiar contexts (ESOL)

Name______Date______

Element 1 - Understand spoken information

  1. Read the student instruction sheet carefully before starting

the assessment task.

  1. Your teacher will read the text to you.
  2. Listen carefully and answer the questions while you listen.
  3. When the text is finished you may ask for it to be repeated if you

need to.

  1. Check your answers.
Task 1

1. What type of spoken text is this? (Circle one)

part of a TV documentary a speech

an interviewa school lesson

2. Answer the questions below.

a. What are the students going to do?

…………………………………………………………………………………………

b. Name ONE of the two main types of glacier.

………………………………………………………………………………………..

c. What must the students do FIRST?

…………………………………………………………………………………………

d. Do the students have to write their answers in sentences or notes?

………………………………………………………………………………………

Assessment Schedule: Formative task 1 (Element 1)

Formative assessment for unit standard 15007, Level 2, version 4,

Understand spoken information and instructions in a range of familiar contexts (ESOL)
Element 1: Understand spoken information in a range of familiar contexts.

PC

/ Evidence / Judgement
1.1 / The type of spoken text is identified
1. lesson / Type of spoken language is identified
Answer is correct
1.2 / Answers similar to:
2a. continue with work on glaciers / watch a
DVD
2b. valley glaciers or continental glaciers
2c. look at the worksheet
2d. notes / one or two words / Specific information is identified.
3 out of 4 answers must be correct
Note that for this element the formative assessment has two tasks whereas the summative assessment requires three separate tasks.

Student self-evaluation: Formative task 1 (Element 1)

Name: Date:

Formative assessment for unit standard 15007, Level 2, version 4,

Understand spoken information and instructions in a range of familiar contexts (ESOL)
Element 1: Understand spoken information in a range of familiar contexts.

PC

/ Assessment /

PC met

1.1 / Type of spoken language is identified.
Answer is correct.
If your answer was wrong write the correct answer here. / Yes / No
1.2 / Correct information is identified.
3 out of 4 answers must be correct.
If any of your answers were wrong write the correct answer here. / Yes / No
Now complete the self-evaluation checklist. Your teacher will use this to talk to you about what you should do next.

Self-evaluation checklist

/

I can do this

/

I understand what to do but need more practice.

/

I need more help to understand how to do this.

Identify the type of spoken text

Answer questions about information in the text

Teacher sheet: Task 2 (Element 1)

Formative assessment for unit standard 15007, Level 2, version 4
Understand spoken information and instructions in a range of familiar contexts (ESOL)

Element 1 - Understand spoken information

Before each task:

1. Allow students time to read the questions.

2. Students may request assistance to understand the questions and use

a dictionary to look up any unknown words.

3. The words in italics are not part of the assessment and should be read

twice to the students before the assessment begins.

4. Read each text out loud.

5. Read the text a second and third time if requested.

6. Allow time for students to complete and/or check their answers.

Task 2: Read the following to your students. The words in italics should be read

twice as they are not part of the assessment.

1. Find Task 2 and read the questions (read this twice) –allow time for this.
2. Now listen to the text and answer the questions (read this twice).
3. Listen to Text 2 (read this twice).
Nasra: Hi, Khadra. How are you?
Khadra: Not so bad. What about you?
Nasra: Okay, but I’ve got a problem with the science
homework. I don’t know what to do.
Khadra: Have you got the worksheet? It’s all on there.
Nasra: No, I don’t. I’ve lost my copy of the worksheet.
Khadra: Just ask for another worksheet. Mrs Long will have spare
copies.
Nasra: I can’t. Mrs Long is away today and the homework has to be
in tomorrow. Can you lend me your worksheet and I’ll photocopy it
in the library?
Khadra: You could but I don’t have it here. It’s at home. Why don’t you
come round after school and collect it. I’ve finished my homework
so I don’t need it any more.
Nasra: That’s great. You live in Palmer Street, don’t you?
Khadra: Yep, that’s right, number 42. I’ve got to go to the primary school to
pick up my brother first, but I will be home by four o’clock.
Nasra: Great. See you at four at your house. Thanks a lot.
4. Now check your answers (read this twice)

Student sheet: Formative assessment, Task 2 (Element 1)

Formative assessment for unit standard 15007, Level 2, version 4,
Understand spoken information and instructions in a range of familiar contexts (ESOL)

Name______Date______

Element 1 - Understand spoken information

  1. Read the student instruction sheet carefully before starting the

assessment task.

  1. Your teacher will read the text.
  2. Listen carefully and answer the questions while you listen.
  3. When the text is finished you may ask for it to be repeated.
  4. Check your answers.
Task 2

1. What type of spoken text is this? (Tick one)

a school lessona telephone conversation

a conversationa speech

2. Answer the questions below

a. What subject does Nasra have homework for?

…………………………………………………………………………………………

b. Why hasn’t Nasra got the worksheet?

………………………………………………………………………………………..

c. Where is Khadra’s worksheet?

…………………………………………………………………………………………

d. Where is Khadra going before she goes home?

………………………………………………………………………………………

Assessment schedule: Formative task 2 (Element 1)

Formative assessment for unit standard 15007, Level 2, version 4,

Understand spoken information and instructions in a range of familiar contexts (ESOL)
Element 1: Understand spoken information in a range of familiar contexts.

PC

/ Evidence / Judgement
1.1 / The type of spoken text is identified
1. a conversation / Type of spoken language is identified
Answer is correct
1.2 / Answers similar to
2a. science
2b. she lost it
2c. at home
2d. to the primary school / to pick up her brother / Specific information is identified.
3 out of 4 answers must be correct
Note that for this element the formative assessment has two tasks whereas the summative assessment requires three separate tasks.

Student self-evaluation: Formative task 2 (Element 1)

Name: Date:

Formative assessment for unit standard 15007, Level 2, version 4

Understand spoken information and instructions in a range of familiar contexts (ESOL)
Element 1: Understand spoken information in a range of familiar contexts.

PC

/ Assessment /

PC met

1.1 / Type of spoken language is identified.
Answer is correct.
If your answer was wrong write the correct answer here. / Yes / No
1.2 / Correct information is identified.
3 out of 4 answers must be correct .
If any answer was wrong, write the correct answer here / Yes / No
Now complete the self-evaluation checklist. Your teacher will use this to talk to you about what you should do next.

Self-evaluation checklist

/

I can do this

/

I understand what to do but need more practice.

/

I need more help to understand how to do this.

Identifying the type of spoken text

Answering questions about information in the text

Student sheet: Formative assessment (Element 2)

Formative assessment unit standard 15007, Level 2,version 4,

Understand spoken information and instructions in a range of familiar contexts (ESOL)
Element 2: You will listen to and carry out instructions.
There will be two things to do in each instruction.
Ask for the instructions to be repeated if you need to.
For this formative assessment you will do two separate assessment tasks.

Conditions

  • You will need a pen and a ruler for these tasks.
  • You will be given time to read the questions before you listen to the text.
  • You may ask any questions you want to and you may use a dictionary to check words before the assessment starts.
  • You will hear the instructions once.
  • Do not ask questions while the teacher is reading.
  • As you listen, carry out the instructions.
  • When the teacher has finished reading the instructions, you may ask for part or all of the instructions to be repeated.
You will be given time at the end of the assessment to check your answers.

Element 2

You will:

listen to and follow the spoken instructions your teacher gives you

/

2.1

ask your teacher to repeat any of the instructions you need to hear again / 2.2

Teacher sheet: Formative assessment, Task 1 (Element 2)

Formative assessment for unit standard 15007, Level 2, version 4,
Understand spoken information and instructions in a range of familiar contexts (ESOL)

Element 2 – Understand spoken instructions

Before each task:

  1. Allow students time to read the questions and ask questions before reading the text.
  2. The words in italics are not part of the assessment and should be read twice to the students before the assessment begins.
  3. Read each text out loud.
  4. Read parts of the text again if requested.
  5. Allow time for students to complete and/or check their answers at the end of each task.

Task 1

Read the following to your students. The words in italics should be read twice as they are not part of the assessment.

1. Find Task 1 (read this twice)
2. Now listen to and follow these instructions (read this twice)

1.Write your name at the top on the left.

2.Write the date in numbers only at the top on the right.

3.Write the word ‘Snow’ in box number 1 and the word ‘Firn” in box number 3.

4.Write the title ‘How glacier ice is formed’ in the box below the diagram.

4. Now check your answers (read this twice)

Student sheet: Formative assessment, Task 1 (Element 2)

Formative assessment for unit standard 15007, Level 2, version 4
Understand spoken information and instructions in a range of familiar contexts (ESOL)

…………………………………………………….. ……………………

………………………………………………………………………………

Assessment Schedule: Formative assessment Task 1 (Element 2)

Formative assessment for unit standard 15007. Level 2, version 4

Understand spoken information and instructions in a range of familiar contexts (ESOL)
Element 2: Understand spoken instructions
PC / Evidence / Judgement
2.1 / 1. Name is written at the top on the left
2. Date is written in numbers at the top on the
right.
3. ‘Snow’ is written in box 1 and ‘Firn’ is written
in box 3
4. The title ‘How glacier ice is formed’ is written
in the box below the diagram. / Instructions of two or more steps are completed accurately.
3 out of 4 instructions completed correctly
2.2 / Students may ask for instructions to be repeated
e.g.
Can you say that again, please? / Request for repetition is made if needed.
Do not be penalise students if they are able to do this without asking for repetition.
Note that for this element, the formative assessment has two tasks whereas the summative assessment requires five sets of instructions with two or more steps.

Student self-evaluation: Formative task 1 (Element 2)

Name: Date:

Formative assessment for unit standard 15007, Level 2, version 4,

Understand spoken information and instructions in a range of familiar contexts (ESOL)
Element 2: Understand spoken instructions

PC

/ Assessment /

PC met

2.1 / Instructions of two or more steps are completed accurately.
If your answer was wrong write what you should have done here. / Yes / No
2.2 / You asked for instructions to be repeated if you needed to. / Yes / No / Not needed
Now complete the self-evaluation checklist. Your teacher will use this to talk to you about what you should practice or learn to do next.

Self-evaluation checklist

/

I can do this

/

I understand what to do but need more practice.

/

I need more help to understand how to do this.

I can follow the instructions correctly.

I know how to ask the teacher to repeat the instructions.

Teacher sheet: Formative assessment, Task 2 (Element 2)

Formative assessment for unit standard 15007, Level 2, version 4
Understand spoken information and instructions in a range of familiar contexts (ESOL)
Element 2 – Understand spoken instructions

Before each task

  1. Allow students time to read the questions and ask questions before reading the text.
  2. The words in italics are not part of the assessment and should be read twice to the students before the assessment begins.
  3. Read each text out loud.
  4. Read parts of the text again if requested.
  5. Allow time for students to complete and/or check their answers at the end of each task.

Task 2

Read the following to your students. The words in italics should be read twice as they are not part of the assessment.