Written Theoretical &
Practical Assessment
SFI Cambridge City
Assessment Types
Non-Written Oral &
Practical Assessment
Hybrid Assessment
Integral of IB & Cambridge
Criteria for Non-Written Oral & Practical Assessment
A new contemporarly approach to students assessment
1. Authentic Oral Proficiency & Real-time Communication: Learners demonstrate fluency, active listening, and spontaneous dialogue in real-world scenarios. Practical rubrics include pronunciation, interactive turn-taking, and contextual persuasion tasks — mirroring professional environments beyond traditional testing.
2. Performance-Based Practical Mastery & Reflective Adaptation: Hands-on tasks, portfolio evidence, and simulated problem-solving replace memorization. Criteria emphasize creative thinking, collaborative projects, and iterative feedback loops. This shift aligns with contemporary pedagogical research, fostering resilience and 21st-century competencies while maintaining Cambridge academic integrity.
holistic · competence-driven · equitable
🎓 SFI CAMBRIDGE CITY SCHOOL UGANDA 🎓
📢 Oral Presentation and Practical Assessment Criteria 📢
✨ Implementation Framework | Non-digital (Cost effective resources) | Physical presentations only ✨
Kindergarten (Ages 4–6) – Show & Tell with Real Objects or Drawings
Duration: 1–3 min | Format: Individual or pair | Physical aids: 1 real object, hand-made drawing, class poster
| Criterion | Emerging (1) | Developing (2) | Proficient (3) |
|---|---|---|---|
| Speaks clearly | Mumbles, needs prompting | Speaks with some clarity | Clear voice, whole class hears |
| Shows object/drawing | Holds without reference | Points to 1–2 features | Explains why object/drawing relates to topic |
| Eye contact | Looks down or away | Looks up occasionally | Looks at audience several times |
| Stays on topic | Off-topic >50% | Partially on topic | Stays on topic throughout |
✅ Focus: confidence, vocabulary, simple explanation
Primary (Grade 1–6) – Poster or Model-Based Presentation
Duration: 3–5 min | Format: Individual or group (2–3) | Aids: Handmade poster, diorama (use of pictures), model (e.g design model of human heart, skeleton etc), props (movable objects)
| Criterion | Weight | Proficient Description |
|---|---|---|
| Introduction | 10% | States name, topic, hook question/fact |
| Content knowledge | 25% | Shares 3–4 accurate facts/examples related to lesson |
| Use of physical aid | 15% | Points to and explains parts of poster/model; aid is relevant |
| Speaking skills | 20% | Speaks slowly, loud enough, occasional pauses |
| Body language | 10% | Faces audience, uses hand gestures, doesn’t hide behind poster |
| Conclusion | 10% | Summarizes one main takeaway |
| Handling 1 question | 10% | Listens and responds simply but appropriately |
High School (Grade 7–9) – Structured Oral Presentation + Physical Support
Duration: 5–8 min + 2 min Q&A | Format: Individual or group (3–4) each member speaks | Aids: handmade charts, cardboard models, flip charts, chalkboard/whiteboard
| Criterion | Weight | Top Band Descriptor (Cambridge 7–9) |
|---|---|---|
| Thesis/central claim | 15% | Clear, debatable, connected to curriculum outcomes |
| Evidence & examples | 20% | Cites 3+ sources from books/articles (orally); specific examples |
| Structure | 15% | Logical: hook → background → argument → counter-argument → conclusion |
| Delivery & engagement | 15% | Confident, varied tone, no reading from notes, reads audience |
| Use of physical aid | 10% | Neat, visible, explained clearly, adds value |
| Q&A responsiveness | 15% | Answers precisely, acknowledges limits, connects to broader ideas |
| Time management | 10% | Within ±30 seconds, no rushing |
Group Presentation Add-On (All Levels)
+10% shared score
Equal participation: Each member speaks roughly equal time, smooth handovers.
+5% collaboration
Collaboration visible: Members support each other (nodding, adding points naturally, no interrupting).
Assessment model: 70% group shared grade + 30% individual (based on peer assessment + teacher observation). Each group completes a Role Contract (Leader, Materials Manager, Presenters).
Termly Implementation Plan
🗓️ Weekly Timeline
- Week 1: Teacher demo + rubric walkthrough
- Week 2: Topic selection & group formation
- Week 3: Workshop: “Making effective posters & models without tech”
- Week 4: Proposal submission (topic + physical aid sketch)
- Week 5: Practice round with peer feedback
- Week 6-7: Mid-term presentations (spread over 3–4 days)
- Week 8: Feedback & best presentation showcase
📊 Mid-Term Assessment Weighting
- Live physical presentation (individual/group): 40%
- Physical aid (poster/model/chart): 10%
- Oral Q&A response: 10%
- Written reflection/short answers (same topic): 40%
🛠️ Low-Cost Physical Resources
Chart paper, markers, recycled cardboard, clay, class whiteboard, flip chart. No electricity or devices required.
Subject-Based Physical Aids | Cost-effective Non-Digital Aids | Students can use any aid of their choice relevant to their presentation(s)
Physics Chemistry Global Perspectives Business Studies
Digital Literacy Biology ICT English Literature
Languages (French/Kiswahili) Sociology
History Geography Mathematics
🔭 Physics: handmade pulley model, lever from cardboard, simple circuit diagram on chart
⚗️ Chemistry: 3D molecular model using clay/toothpicks, pH scale poster with everyday liquids
🌍 Global Perspectives: poster showing climate change impacts, community map with sustainable solutions
📊 Business Studies: flip chart of supply-demand graph, product packaging prototype (recycled)
💻 Digital Literacy: printed hardware chart, keyboard layout poster, flowcharts of internet safety (non-digital visual)
🧬 Biology: 3D clay cell model, cardboard digestive system, paper flower parts diagram
📡 ICT: hand-drawn network topology, input/output device poster, binary conversion wheel (cardboard)
📖 English: grammar rules poster (tenses, punctuation), story elements chart, character trait flipbook
📚 Literature: theme poster (conflict, symbolism), book timeline scroll, character analysis wheel, poetry analysis board
🗣️ Languages (French/Kiswahili): bilingual vocabulary picture cards, everyday phrases flip chart, cultural poster (greetings, common objects)
🏛️ Sociology: family tree poster, community roles flipchart, cultural norms comparison board
📢 N.B Some of the above subjects like History & Geography are included just for reference purposes, they are not yet part of our school curriculum. Students can use any aid/support materials relevant/appropriate to the topic, and their individual or group presentations.
Student Self-Assessment (after presentation): “My physical aid helped audience understand: Yes/Somewhat/No” + “Next time I will improve…”
Evaluation Forms & Assessment Checklists-Kindergarten, Primary & High School
✨Magical rubrics with interactive style — teachers shall use these checklists for quick & comprehensive oral/practical assessment across levels.
🧸 Kindergarten Evaluation Form (Show & Tell / Physical Aid)
Speaks 1-2 clear sentences
Holds object/poster and points
Attempts eye contact with audience
Stays on theme for at least 1 minute
Uses simple describing words (big, red, soft)
Responds to teacher’s gentle question (nod/word)
Shows excitement/confidence (body language)
🎯 Teacher note: Circle descriptors, total raw score X/28 → convert to progress comment.
📖 Primary Assessment Checklist (Grades 1-6)
Introduction (name + topic + why it matters)
Uses physical aid (poster/model) to explain 2+ key points
Content facts: at least 3 correct details from subject
Speaks with appropriate volume and pace
Posture: faces audience, uses gestures naturally
Conclusion: summarizes one main idea clearly
Answers 1 question politely with simple reasoning
Teamwork (if group): each child contributes equally
Physical aid is neat and visible from back of class
✅ Checklist can be used as a quick observation tool – mark ✔/✘ for each indicator, then final grade.
🎓 High School Assessment Checklist (Cambridge-ready)
Clear thesis/argument presented (hook & stance)
At least 3 pieces of evidence (facts, examples, references)
Logical structure: intro → body → counterpoint → conclusion
Mastery of physical aid (explains data/model/chart efficiently)
Engaging delivery: vocal variety, minimal notes, eye contact
Handles Q&A confidently (respectful & relevant answers)
Time management (within ±30 seconds, smooth pacing)
Collaboration (group setting): smooth transitions, all members participate substantially
Use of non-digital support material enhances understanding (no tech gimmicks)
Reflection: acknowledges limitations or next improvement step
📌 Teachers: Use this checklist plus analytical grade from weight table on top. Provide written comments on “Strength” and “Next Steps”.
🎨 We highly recommend our staff to use these forms-Robert Ssekolya (Principal): Print or use digital annotation (if you opt to use your PC/smartphone). Each checklist provides clear criteria for fair, transparent, and engaging oral/practical assessment. These align with SFI Cambridge’s curriculum implementation & contempolary assessment strategy.
Challenges & Solutions (Physical Presentations)
😟 Time grading
Use single-point rubric; grade 2–3 criteria per round.
Use single-point rubric; grade 2–3 criteria per round.
😟 Student anxiety
Allow pair presentations for Kindergarten–Primary; recorded only if extreme need (teacher discretion).
Allow pair presentations for Kindergarten–Primary; recorded only if extreme need (teacher discretion).
😟 Subject mismatch (Math)
Present real-world problem-solving steps on a flip chart.
Present real-world problem-solving steps on a flip chart.
😟 Inconsistent standards
Monthly teacher moderation with video-less live demos.
Monthly teacher moderation with video-less live demos.
😟 Parent resistance
Show Cambridge alignment: oral components (Oral assessment is integral of Cambridge assessment) & IB skills (Similar mode of assessment for IB curriculum).
Show Cambridge alignment: oral components (Oral assessment is integral of Cambridge assessment) & IB skills (Similar mode of assessment for IB curriculum).
✅ Success Metrics (End of term): 80% on-time completion, 70% proficient in speaking & physical aid use, positive feedback from parents.