1. Alternative Assessment

2. Draw a clock with the hours written below: Half past three Quarter to ten Six o’clock 3:30 9:45 6:00

4. Alternative Assessment. It uses activities that reveal what students can do; emphasizing their strengths instead of their weaknesses. It is based on authentic tasks It is focused on communication

5. Authentic Assessment Activities Built around topics of interest to the students. Replicate real-world communication. Require creative use of language. Require learners to produce a quality product. The evaluation criteria is known to the student. Involve interaction (ss-ss, T-ss) Allow for self evaluation and self correction.

6. Checklists Observe students’ performance in order to keep track of their progress Determine whether students have met established criteria on a task.

7. Role Play: Thanks, but no thanks. Young Man You promised to marry a woman, but now you have changed your mind. Sit down with the girl and her parents and let them know you don’t want to go through with the marriage. www.eslgenius.com www.eslgenius.com Young Woman You are supposed to get married to your boyfriend soon, but now he is trying to back out of it. Find out what the problem is and try to fix it. You really want to marry him. www.eslgenius.com www.eslgenius.com Parents A young man has promised to marry your daughter. You have all been planning for this and preparing for months. Now, the young man is trying to back out of the marriage. Don’t let him get away with it. www.eslgenius.com www.eslgenius.com

8. Rubrics Provide a measure of quality Holistic Rubrics Analytic Rubrics Primary Trait Rubrics Multitrait Rubrics

9. CATEGORY4321 Writing - Organization Writing - Grammar Attractiveness & Organization Spelling & Proofreading

10. CATEGORY4321 Writing - Organization Each paragraph in the flyer has a clear beginning, middle, and end. Almost all paragraphs in the flyer have a clear beginning, middle, and end. Most paragraphs in the flyer have a clear beginning, middle, and end. Less than half of the paragraphs in the flyer have a clear beginning, middle, and end. Writing - Grammar There are no grammatical mistakes in the flyer. There are no grammatical mistakes in the flyer after feedback from peers. There are 1-2 grammatical mistakes in the flyer even after feedback from peers. There are several grammatical mistakes in the flyer even after feedback from peers. Attractiveness & Organization The flyer has exceptionally attractive formatting and well- organized information. The flyer has attractive formatting and well- organized information. The flyer has well- organized information. The flyer's formatting and organization of material are confusing to the reader. Spelling & Proofreading No spelling errors remain after feedback from peers. No more than 1 spelling error remains after feedback from peers. No more than 3 spelling errors remain after feedback from peers. Several spelling errors in the brochure.

11. CONTACT INFORMATION Brenda Bernáldez Ruiz Office of English Language Programs BernaldezB@state.gov BernaldezB@gmail.com Follow us on:

12. REFERENCES Anderson, R.S. (1998) Why Talk About Different Ways to Grade?. New Directions for Teaching and Learning, no. 74 Summer 1998. Jossey-Bass Publishers. TenBrink, T. (2003) An Educator’s Guide To Classroom Management. Houghton Mifflin Willis, D & Willis J. (2007) Doing Task Based Teaching. OUP Alternative Assessment. (2003-4) The National Capital Language Resource Center. The Essentials of Language Teaching.