Rating scale

Peer Evaluation of an Oral Presentation

  Very Good Satisfactory Poor

  3 2 1
     
Gave an interesting introduction
     

     
Presented clear explanation of topic
     

     
Presented information in acceptable order
     

     
Used complete sentences
     

     
Offered a concluding summary
     

     
Spoke clearly, correctly, distinctly, and
confidently      

     
Maintained eye contact
     

     
Maintained acceptable posture
     

     
Presentation was interesting
     

     
Used visual/audio aids well
     

     
Handled questions and comments from the
class very well      

Total ___________ (of 33)

Group Project Likert Scale

A likert scale is used to evaluate a product or demonstration by selecting a number from highest to
 lowest (e.g., 1-5) for each specified trait. The numbers are arranged horizontally and are added up to
arrive at an overall score.

Directions: For each of the following criteria, place the most appropriate number or letter to evaluate
your peer's actions in group project. Group may be evaluated as a whole or as individuals.

Excellent Good Satisfactory Fair Poor

5 4 3 2 1

or A: Always, S: Sometimes, N: Never

1. _____ Your peers participated in the initial discussion used to get project going.
2. _____ Your peers contributed with creative ideas that enhances project.
3. _____ Your peers came up with few ideas, but these were always original and unique.
4. _____ Your peers were quick to suggest solutions to problems with project as they occurred.
5. _____ Your peers were helpful in inventing methods, gadgets, pictorial elements, etc., of
project.
6. _____ Your peers showed strong leadership skills during development and construction of
project.
7. _____ Your peers were friendly, enthusiastic, and positive during group work.
8. _____ Your peers were encouraging and complimentary of your own performance in group
project.
9. _____ Your peers were always available to spend time working on group project.
10. _____ Overall, your peers were essential to the development and construction of your group
project.

Teacher Resource Manual, Senior High Social Studies 10/20/30, Alberta, 1990

  

Dramatic Reader Score Sheet

Directions: For each quality listed below, circle the number that most nearly describes the position of this paper
on the following scale from high to low.

LANGUAGE FACTORS HIGH MEDIUM LOW

I.1. Conversation - 5 4 3 2 1
Realism
 I.2. Conversation - 5 4 3 2 1
Situation

I.3. Stage 5 4 3 2 1
Directions

TOTAL LANGUAGE SCORE

SHAPE FACTORS HIGH MEDIUM LOW

II.1. Beginning 5 4 3 2 1

II.2. Structure 5 4 3 2 1

II.3. Ending 5 4 3 2 1

TOTAL SHAPE SCORE

CHARACTERIZATION HIGH MEDIUM LOW

FACTORS

III.1. Development 5 4 3 2 1

III.2. Consistency 5 4 3 2 1
TOTAL CHARACTERIZATION SCORE

MECHANICS FACTORS HIGH MEDIUM LOW

IV.1. Dramatic 5 4 3 2 1
Form

IV.2. Spelling 5 4 3 2 1

IV.3. Punctuation 5 4 3 2 1

TOTAL MECHANICS SCORE

RESPONSE FACTORS HIGH MEDIUM LOW

V.1 Entertainment 5 4 3 2 1
V.2 Originality 5 4 3 2 1
TOTAL RESPONSE SCORE__________

 
 TOTAL SCORE

 Portfolio Evaluation

Profile of a Bilingual Child 199_ - 199_

Child's Name ________________________________ Grade Level _________________________

District ___________________ School ______________________Teacher ____________________

First Language (L1) ______________ Second Language (L2) ________________ Date _________

Curriculum/Assessment Does Not Meet Meets Standards Exceeds Standards

Areas
Standards

Oral Language L1 L2 L1 L2 L1 L2

Written Language L1 L2 L1 L2 L1 L2

Reading L1 L2 L1 L2 L1 L2

Overall Profile Summary L1 L2 L1 L2 L1 L2

Pieces of Evidence for Curriculum/Assessment Areas

Curriculum/ L1 Date L2 Date

Completed Completed
Assessment Areas

I. Oral Language 1.1____________ ___________ 1.10___________ ___________

 1.2____________ ___________ 1.20___________ ___________

1.3____________ ___________ 1.30___________ ___________

1.4____________ ___________ 1.40___________ ___________

       

II. Written Language 2.1___________ ___________ 2.10___________ ___________

2.2___________ ___________ 2.20___________ ___________

2.3___________ ___________ 2.30___________ ___________

2.4___________ ___________ 2.40___________ ___________

       

III. Reading 3.1___________ ___________ 3.10___________ ___________

3.2___________ ___________ 3.20___________ ___________

3.3___________ ___________ 3.30___________ ___________

3.4___________ ___________ 3.40___________ ___________

       

draft by Margo Gottlieb, Illinois Resource Center, 1855 Mt. Prospect Road, Des Plaines, IL 60018

CHECKLISTS
 

 
  Checklist to Evaluate Textbooks, Activities, and Materials

  contains student activities that are proficiency-based

  appeals to a variety of learning styles

  actively engages students in meaningful, interactive communication

  allows for open-ended and creative uses of language

  requires higher order thinking skills

  occurs within a cultural context

  promotes the use of language functions

  supports the spiraling process of language acquisition

  grammar explanations are clear and concise, enabling students to work toward accuracy goals from the
beginning of the instructional sequence
 

  cultural information integrates throughout the text

  cultural information is current

 
  cultural information reflects the diversity within that culture

  all materials include visuals of both genders, varied ages, and are representative of ethnic, racial, and
cultural diversity
 

  interdisciplinary connections are apparent in the materials

adapted from Second Language Elementary, Oregon Department of Education, February, 1995