can you provide peer feedback for this draft

Rough Draft: Designing a Technology-Enhanced Writing and Grammar Assessment with rubric for Intermediate-Level Bangladeshi Students

Language assessment is essential for directing curriculum creation, inspiring students, and influencing teaching methods. Although English is taught as a fundamental topic at all educational levels in Bangladesh, evaluation techniques primarily employ conventional grammar-translation techniques that prioritize accuracy and memory over communicative competence (Rahman, 2019). By using technology-enhanced, communicative, and learner-centered techniques, these evaluations could be reformed in light of the growing use of digital technologies in education. For intermediate-level Bangladeshi secondary students, this assignment suggests a 12-week curriculum-integrated writing and grammatical assessment that prioritizes inclusion, ethical evaluation, and real-world language use.

Context Students in Grade 10 at urban and semi-urban secondary schools in Bangladesh, ages 15 to 17 years, make up the target group. The Common European Framework of Reference for Languages (CEFR) indicates that these pupils are proficient in English at the B1 level. They use a hybrid learning environment that blends in-person instruction with online resources including Edmodo, Quill.org, and Google Classroom. Summative evaluations continue to be typical paper-based tests that emphasize accuracy primarily without integrating communicative or digital aspects, despite the fact that grammar themes like tenses and connectors are taught (Rahman, 2019).

Learning Leading to the Assessment: 12-Week Overview

The 12-week sequence builds grammar competence and writing fluency progressively. Weeks 1-2, students take diagnostic grammar and writing tests using Google Forms, learn about CEFR B1 descriptors, define goals, and use Google Slides and Kahoot! to teach sentence structure and connectors. Weeks 3-4: Practice interactively on Quill.org, concentrate on past simple and past continuous tenses, and create brief event reports using Google Docs with comments. Weeks 5-6: Using vocabulary-expansion tools (Quizlet, semantic mapping), write descriptive paragraphs on local contexts, such as "A local bazaar." Google Docs and an introduction to the rubric are used to start collaborative writing. Weeks 7-8: Developing narrative writing with a focus on consistency and cohesiveness; using storyboards; and receiving formative feedback on Google Docs. Weeks 9-10: Grammarly edits; advanced grammar on prepositions and sequencing through Wordwall and Edpuzzle games. Weeks 11-12: Turnitin plagiarism check; Google Classroom submission; final narrative submission with peer and self-evaluation.

Type of Assessment The last assignment, "A Rainy Day in Dhaka," is a summative, performance-based narrative writing task that calls for the combined use of composition and grammar abilities. In addition to incorporating formative aspects like peer cooperation and digital feedback, the assignment encourages authentic, culturally appropriate language use