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Table of contents
GENERAL INTRODUCTION
PART ONE THEORETICAL CONSIDERATIONS
DEFINITIONS OF “RUBRIC”
1.1 PREPARING EFFECTIVE INSTRUCTIONS
1.2 IMPACT OF INSTRUCTIONS ON THE ASSIGNMENT ITSELF AND THE STUDENTS
1.3 TEACHERS’ RESPONSIBILITIES
CONCLUSION
PART TWO CLASSROOM OBSERVATIONS
INTRODUCTION
2.1 OBSERVATIONS (Assignment instructions by teachers observed)
2.2 WRITTEN TESTS (given by teachers visited)
2.3 INVESTIGATION
CONCLUSION
PART THREE EXPERIMENTATION
INTRODUCTION
3.1 ATTEMPTS AT REFORMULATING THE TEACHER INSTRUCTIONS
CONCLUSION
3.2 ATTEMPTS AT REFORMULATING TEACHER-MADE TEST INSTRUCTIONS
CONCLUSION
INTRODUCTION
3.3 EXPERIMENTATION OF SUGGESTED ASSIGNMENT INSTRUCTIONS
3.3.1 Item instructions 1 (Adding punctuation and capital letters)
3.3.2 Item instructions 2 (True/False statements)
3.3.3 Item instructions 3 (Re-ordering a set of words)
3.3.4 Item instructions 4 (Listing someone’s interests + paragraph writing)
3.3.5 Item instructions 5 (Identifying adverbs of frequency & time sequence)
3.3.6 Item instructions 6 (Classifying weekend activities in a chart)
3.3.7 Item instructions 7 (Organising notes into a paragraph)
3.3.8 Item instructions 8 (Restoring the missing letters in a sentence)
3.3.9 Item instructions 9 (Supplying the most suitable verbs and a noun in a sentence)
3.3.10 Item instructions 10 (Used to + base form: Re-ordering sentences into a paragraph)
3.3.11 Item instructions 11 (Using ‘so’ in compound sentences) 113
3.3.12 Item instructions 12 (Using ‘should have/should not have + past participle’)
3.3.13 Item instructions 13 (Causatives with HAVE)
3.3.14 Item instructions 14 (Making compound nouns: hairstyle)
3.3.15 Item instructions 15(Skimming: Finding the main points in a text)
3.3.16 Item instructions 16 (Scanning: Looking for specific details)
3.3.17 item instructions 17 (Structuring answers into a paragraph)
