Sample Assessment Feedback Sheet CENTRE FOR DEAF STUDIES SCHOOL OF LINGUISTIC, SPEECH AND COMMUNICATION SCIENCES, TRINITY COLLEGE DUBLIN Assessment Feedback Sheet Module: Academic Year: Term: Assessment Title: Student Name: Grade: Date: Criteria I II.1 II.2 III F1-F2 Introduction & Conclusion (10%) Full, well-rounded rounded introduction & conclusion Well-rounded introduction & conclusion Adequate introduction & conclusion Basic introduction & conclusion Minimal/no introduction & conclusion Content and structure (55%) Tightly constructed argument with highly effective use of valid evidence; Deeply considered & rigorous answer Well structured arguments & explicit use of pertinent evidence throughout; thorough answer Clearly structured argument with accurate use of appropriate evidence; question answered fully Some over simplification and generalisations question not answered fully Little or no evidence of reading, planning or structure; question not answered Research, Justification and use of information (20%) Extensive research incorporated into the assignment to justify & underpin views Informed research investigation of issues. Illustrations given to underpin views Essential research and investigation taken Basic research & investigation Minimal or no research conducted Critical analysis (10%) Sophisticated/original critical/conceptual analysis; comprehensive examination of the relevant issues; Clear and full understanding of critical conceptual and analytical issues; synthesis of most relevant issues with commentary Main elements of critical analysis with some narrative/description; review of key issues Accurate narrative/ description with some analysis; most key issues covered; structured argument with basic use of supporting evidence Basically narrative/ descriptive with little or no analysis; covers few relevant issues; over simplification; sweeping statements and generalisations Style & Presentation (5%) Very well written & presented; sources fully & accurately cited Well written & presented, all sources cited Clearly & accurately written & presented with sources cited Basic writing & presentation; some sources cited Poorly written & presented; sources not fully and/or accurately cited Signed by: Seconded by:
Sample Marking Sheets for ISL and Interpreting Tests The following is a sample of a marking sheet for an ISL test and outlines how marks are allocated for features that are specifically taught in an ISL module. Expected maximum global level of attainment Can sign at length with confidence and reasonable fluency on familiar or general topics, adapting appropriately to formal/informal contexts. Lacks facility in handing abstract or unfamiliar topics but can cope reasonably well. Difficulty with complex sentence and discourse structures. Individual Student Assessment CATEGORY Level 1 Level 2 Level 3 Level 4 Level 5 Phonology: almost unintelligible heavily by English L1 fair L2 ISL good L2 ISL and intonation excellent L2 ISL and intonation Fluency: very slow and hesitant – frequent stops and starts stilted and somewhat hesitant but manages to keep going flows reasonably well despite occasional hesitations fluent, good expression very fluent and facial expression, normal flow Grammatical Control: very little control – grammatical errors impede the message errors frequent, difficulty with complex structures, but message intelligible good control of basic structures, some errors in more complex structures and discourse patterns only occasional errors, mostly in control of complex structures and discourse patterns very few noticeable errors, competent control of complex structures and discourse patterns Vocabulary: deficient vocabulary knowledge seriously impedes communication limited vocabulary knowledge; no attempt to use specialist terms appropriate to the task/topic good general vocabulary knowledge but limited knowledge of specialist terms appropriate to the task/topic demonstrates clear effort to use specialist terms and vocabulary appropriate to the task/topic excellent mastery of specialist terms and vocabulary appropriate to the task/topic. Cultural Information/ Deaf Friendly Poor structure showing little understanding of presenting information in a Deaf friendly way Some evidence of presenting information in a Deaf friendly way, though many structural errors are evident Good use of structure showing a Deaf friendly way of presenting information but some errors are evident Very good use of structure showing a clear understanding of how to present information in a Deaf friendly manner, minor errors excellent structure showing a great degree of understanding of how to present information in a Deaf friendly way