oral presentation rubric csec

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Study hub for cxc english a & b.

This blog features information on the different areas of CXC English A and B.

Acing CXC's English A Oral Presentation (SBA)

• poem/dub poem
• skit/role play
• give an overview of your presentation.
• provide information on your chosen topic. This means if your chosen specific topic is the effects of drug abuse and you choose to say a poem, the poem should contain information on the effects of drug abuse using poetic language.
• be original. It should be something you wrote, not something you copied.
• engage the audience's attention.
• be completed within the stipulated time limit.
• be done predominantly in Standard English.

• prepare for your presentation.
• maintain eye contact.
• show familiarity with your content.
• speak clearly.
• use Standard English.
• organise the content of your presentation.
• use visual aids or props.
• speak quickly and incoherently.
• read from a paper. 
• use your hands too much.
• use fillers like 'ahm'
• walk back and forth unnecessarily.
• stand in one space.
• allow fear to dominate your mind and time.
• identify the genre you have chosen.
• provide a reason for the selected genre.
• identify the sources used.
• highlight the language in the sources.

this is very helpfull

can i bring a short piece of paper with small points jotted in case i forget something

yes you can also do that

Thank you so much this is very useful 🙏🙏🙏

i have oral tmrw and i just started writing and about to practice i will be back to tell you guys how it went jghs

How it went , I still here struggling

This comment has been removed by the author.

well due to exam it has been postpone until tmrw

If I'm doing a speech can I have it written down?

well u have to write it to practice it and u can use cue card/flash card i have my oral presentation tmrw i wish u all the best on yours.

soo after my oral i didnt do so bad just that my time was a short a little cause i was nervous and speaking too fast .......................... any one have oral jan and need some advice?

same i read too fast and was way too nervous and finished at 2 minutes 16 seconds and my teacher was kind enough to give me a 9

I have an Oral Presentation tomorrow, does the oral presentation plan be stated before you start to present?

Get Online Presentations Course in English – Munich, Germany. Presenting in English teaches students how to become successful presenters at conferences or meetings.

Nice post and these ten points are useful for presentations. To improve skills the presentation skills training and do, don't are useful for me.

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Tips on Writing Reflections for the CXC English A SBA

English SBA - The Plan of Investigation

  CLASS OVERVIEW

The purpose of this wiki is to provide you with the guidance you need to effectively complete the English A and B School Based Assessment (S.B.A).

The S.B.A is an important component of the CSEC English A and B Syllabus. It is worth 21% of your grade. Therefore, it is imperative that you gain a fair knowledge of what each component entails and what is expected of you in the process. Also, since the S.B.A is a fairly new addition to the English Syllabus, a step by step guide will be given of each component. 

WHAT ARE THE LEARNING OBJECTIVES FOR YOUR CLASS ?  

Examine the components of the English A and B  SBA.

Discuss each component of the S.B.A.

You may be wondering what the English A and B SBA is all about. Well, below is a brief overview which highlights all six components and what each component entails.

A BRIEF OVERVIEW OF THE S.B.A

YOU SHOULD NOW BE READY TO GET THE PROCESS STARTED

FORMULATING YOUR GROUPS 

This is the first step in the SBA process. Each group should consist of 4 to 5 members . Groups may be formed according to interests, work ethics, likes or just randomly.  The group process is NOT optional; it is a crucial part of the process.

Function of the group

A ssist each other by proof reading each other’s work

Have group discussions and brainstorm ideas

Assist each other in research

Write the written report together

CHOOSING YOUR THEME AND RESEARCH TOPIC

Now that you have formed your groups, your first collective task is to brainstorm a suitable group theme and your individual topics.

Sample Theme: Drug Abuse

Individual Topics:

The effects of drug abuse on young men.

The correlation between drug abuse and crime.

The impact of drug abuse on teenagers

The impact of drug abuse on mental health.

THE RESEARCH

After individual topics have been formulated , you will now  begin the research process to find your three (3) pieces of data/artefacts that further explains the theme. These pieces of data (artefacts) can come in the following formats: a document (articles, poem , poster , audio (a recording), video, an interview etc.). Students will select materials, that is, they can write a reflection on. O ne of your three pieces MUST be print. 

This research SBA does not require you to conduct interviews nor issue questionnaires .  

THE PLAN OF INVESTIGATION

The Plan of Investigation (P.O.I) is a brief introduction to your topic and should be NO MORE THAN 100 words. It should provide information on the following:

Your reason for choosing your topic.

How the topic will benefit you as a student of English.

How you intend to collect relevant information for your topic and what type of material you will collect  

The language skills you will use and how they will be used.

  THE REFLECTIONS

For this section, you will write THREE reflections. The three reflections should not exceed 450 words. Also, they are individual pieces that should be based on the three artifacts you would have selected to inform your research. The videos and information below should provide clarity so that you can begin the writing process. 

rEFLECTION 1

For this reflection, you will say how the process of the S.B.A has shaped you perspective or thinking on your topic. Did it change your way of thinking? How were you impacted by each of the artifacts you have researched?

REFLECTION 2

This reflection requires you to talk about the different language techniques used in your artifacts. Some techniques include: Similes, metaphors, repetition, irony, imagery, tone, contrast, bold print, the use of colours etc.

REFLECTION 3

For this reflection, you will highlight the ways in which the process of the S.B.A. has helped you to become a better person. You could examine how it helped you to grow academically (build vocabulary, exposure to words, etc.), how it helped you to grow socially (build bonds, work collaboratively, etc.), or grow personally (enhances your leadership and public speaking skills, meet deadlines, etc.)

THE GROUP WRITTEN REPORT

This report explains the research process as well as gives information on the outcome of the research. It should not exceed 350 words.  The following questions should guide you as you work cooperatively to write the report: 

What steps have you taken to get your work done?

How did you collect the data?

Are you happy with the pieces you have done?

Are you happy working as a group?

Did you learn individually or as a group?

Did you meet as a group?

Do you think the group was effective in working together?

THE ORAL PRESENTATION

This is  3-5 minutes presentation which gives your contribution to your theme/topic. It could take the form of a poem, drama piece, or prose piece. A brief plan or overview of the oral presentation must be submitted in the portfolio. This must be a part of the presentation. It should be done in Standard English. 

The Oral Presentation Explained

Sample Oral Presentation

THE PARTICIPATION MEASURE & QUALITY OF GROUP ACTIVITY

Th ese two sections are not included as part of the S.B.A for grading. Rather, for the Participation Measure component, the students will assess themselves using a rating scale rubric. The self-assessment will be based on five (5) questions. This assessment will be done at the initial stage of the S.B.A process. a second assessment should be done at the end of the S.B.A process. 

However, for the Quality of Group Activity component, the students are assessed by the teacher based on how well they worked together, the level of collaboration/team effort that was observed over the S.B.A period. 

NB: Students should be made aware of the nature of these two components from the inception of the S.B.A process so that they can work towards scoring full marks.

S TUDENT SITES

[https://csecenglishmadeeasy.com/category/sba/ ]

[Caribbean Examination Council (2017). Caribbean Secondary Education Certificate. Notes for English Teachers and Students. http://46i48l108maaxssg8uyuvr10.wpengine.netdna-cdn.com/files/csec/notes-for-english-teachers-and-students.pdf ]

S.D.A School English A (n.d). What is the English A SBA? School Based Assessment . http://accuratecupsisnecessary.blogspot.com/p/what-is-the.html

Slide Share (n.d.). Sample SBA . https://www.slideshare.net/RollandoWilliams/eng-sba

Study Hub for CXC English A & B (2020). Acing CXC's English A Oral Presentation (SBA). http://cxcenglishastudyhub.blogspot.com/2020/03/how-to-ace-csec-english-as-oral.html

Study Hub for CXC English A & B (2019). The Written Report - CXX English SBA. http://cxcenglishastudyhub.blogspot.com/2019/03/breaking-down-written-report-cxc.html

Your online Caribbean study group

• CXC CSEC exam guide: English A

CXC CSEC English A exam - Paper 3 topics

Cxc csec english a exam - paper 3/1 or paper 3/2  (2018).

This post is taken from the new CXC CSEC English A syllabus effective from June 2018.

For the CXC CSEC English A exam paper 3, students in school settings will do CXC CSEC English A exan paper 3/ 1. While private exam candidates who are not affiliated with any school will do CXC CSEC English A exam paper 3/ 2 . The following lays out first, the requirements for CXC CSEC English A exan paper 3/ 1 and then the requirements for CXC CSEC English A exan paper 3/ 2.

CXC CSEC English A exam - Paper 3/1

CXC CSEC English A exam paper 3/1 consists of a School Based Assessment (SBA) portfolio . Students are required to create an individual SBA portfolio on an issue/topic/ theme or event selected by the group of students with whom they will be working.

This English SBA working group must be approved by the English teacher. The group's selected issue/topic/theme or event must also be approved by the English teacher.

Individual SBA Portfolio requirements

Each student's individual SBA portfolio is required to contain six (6) specific items:

(1) Plan of investigation

- Introduction . Write an introduction to the issue/topic/theme or event ( 100 words maximum )

- Reason. Why did you and your group choose this issue/topic/theme or event?

- Benefits. What are the expected benefits to you (as a student of English) of selecting this issue/topic/theme or event?

- Data collection . How do you intend to collect relevant information on your/your group's issue/topic/theme or event?

- Presentation plan . How do you intend to use your collected information in your required oral presentation?

(2) Participation measure

Each student's individual SBA portfolio is required to contain a completed rubric form which gives an assessed score of the student's individual participation as recorded by the student's English teacher and the student him/herself.

(3) Indicators of group activity

A minimum of three (3) pieces of material - for example, print, audio and/or visual media must be collected and presented in the student's individual SBA portfolio. These three products should address the selected issue/topic/theme or event selected. One of these pieces must be print. These three pieces will form the basis for class group work activities.

(4) Reflection

The student's individual SBA portfolio is required to contain three (3) pieces of writing in which the student reflectively explores the selected issue/topic/theme or event in writing.

In the first reflective piece, the student should discuss how each of his three (3) student-selected products (from section 3) helped to shape his or her thinking about selected issue/topic/theme or event.

In the second reflective piece , the student should discuss how language is used in each of his three (3) student-selected products.

In the third reflective piece , should describe how the process of completing the SBA individual portfolio helped the student to become a better person.

All three (3) pieces of reflective writing should be completed in class, under the supervision of the English teacher.

(5) Written Report

The written report of the investigation should be a summary of the processes, procedures and outcomes of the research. It should include the material collected, the reasons for selection and and analysis of the material . A satisfactory report should be about 250-300 words in total.

(6) Oral Presentation

A personal response to the selected issue/topic/theme or event should be delivered orally for 3-5 minutes. The oral presentation should be delivered predominantly in standard English and in the genre of the student's choosing. For example, the presentation may be in the form of poetry, prose, a speech, an argument, a role play, drama or an exposition. The student should begin his/her oral presentation by delivering a brief overview of the presentation including the genre chosen, the sources used and a comment on the kind of language used. A brief plan of the oral presentation must be submitted in the student's individual SBA portfolio.

CXC CSEC English A exam paper 3/2

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Just wanted to confirm how the SBA should be typed. In terms of the margin size, line spacing, and the font size/style that should be used. From the teacher's manual, our teacher had outlined that the Plan of Investigation should be 250 words, it is hard to go back and have it amended after priding our self, as students construct meaningful sentences to need the word limit that was outlined. It was suggested in the CXC SBA English webinar, that it should be okay. Just wanted to confirm and please because there was a discrepancy, or typo if you may, please allow us this opportunity.

Thank you for updating your website my the way :) ... It helps.

Guidance on new CXC CSEC English A SBA

Smile :-) Glad you like the website update. From what we can see in the syllabus, while CXC has given quite a lot of guidance on the content and process of the CSEC English SBA, they have not given any guidance on formatting for the documents in the portfolio. My suggestion would be to follow a standard formatting like APA e.g. Times Roman 12 point font, double spaced. I don't think you can go wrong with that. Also do check back we are adding more information on the new CXC English A exam

ONE UNDERSTANDING OF PAPER 3

My Personal Response Piece

when can my son registar or jan exams

and when the days for the subject coming out

When can I signup on this site.

English a paper 3p

I'm a private candidate, just want some ideas on what to expect.

this site was helpful

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Rubrics Made Easy

Rubrics help instructors:

• Assess assignments consistently from student-to-student.
• Save time in grading, both short-term and long-term.
• Give timely, effective feedback and promote student learning in a sustainable way.
• Clarify expectations and components of an assignment for both students and course TAs.
• Refine teaching skills by evaluating rubric results.

Rubrics help students:

• Understand expectations and components of an assignment.
• Become more aware of their learning process and progress.
• Improve work through timely and detailed feedback.

How can you develop a rubric?

Getting Started

• Start small by creating one rubric for one assignment in a semester.
• Ask colleagues if they have developed rubrics for similar assignments.
• Although it takes time to build a rubric, time will be saved in the long run as grading and providing feedback on student work will become more streamlined.

Rubric Development Guidelines

• Examine an assignment for your course.
• Outline the elements or critical attributes to be evaluated (these attributes must be objectively measurable).
• Create an evaluative range for performance quality under each element; for instance, “excellent,” “good,” “unsatisfactory.”
• You can reinforce a developmental approach by students by using a developmental scale in your rubric, like “Beginning”, “Emerging” and “Exemplary.”
• Add descriptors that qualify each level of performance:
• Avoid using subjective or vague criteria such as “interesting” or “creative”; instead, outline objective indicators that would fall under these categories.
• The criteria must clearly differentiate one performance level from another.
• Assign a numerical scale to each level.
• Give a draft of the rubric to your colleagues and/or TAs for feedback.
• Train students to use your rubric and solicit feedback; this will help you judge whether the rubric is clear to them and will identify any weaknesses.
• Rework the rubric based on the feedback.

When developing rubrics consider the following:

• A rubric can be a fillable pdf that can easily be e-mailed to students.
• How much class time is required for teaching and re-teaching the rubric.

How can you incorporate rubrics in a course?

• Rubrics are most often used to grade written assignments, but they have many other uses.
• They can be used for oral presentations.
• They are a great tool to evaluate teamwork and individual contribution to group tasks.
• Rubrics facilitate peer-review by setting evaluation standards.
• Students can use them for self-assessment to improve personal performance and learning.
• For larger assignments, have students use the rubric to provide peer assessment on various drafts.
• Encourage students to use the rubrics to assess their own work.
• Motivate students to improve their work by using rubric feedback to resubmit their work incorporating the feedback.

Here is a sample strategy for introducing rubrics to students:

• Provide samples, or smaller sections of samples, of a complete assignment (consider asking previous students for permission to use their assignments as samples, provided that you remove their names).
• Have students evaluate the assignments individually using the rubric.
• Have students share their results with a partner and justify their evaluation by explaining how they used the rubric.
• Ask a few pairs to share their responses with the class. (Paying attention to students’ reactions/interpretations of the rubric is useful and may inform rubric adjustments).
• Provide your own evaluation of the sample assignments and explain how you used the rubric to assess the work.

rubistar.4teachers.org

One thought on “Rubrics Made Easy”

Hi Thanks putting this together! I question what AI will do in this space over the next five years.

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