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Q1.
Kimmy's designed activities can scaffold children's needs on the learning of the important instructions and feedback to students.
For instance, a pre-demonstration has been included in the teaching plan so that students and the teacher can know how the roles play and the flow of the activity. Furthermore, a discussion session will be held after the demonstration which helps students better understand the social rules of taking an MTR. Also, students are required to answer questions on the sign "No Diet" the meaning of the sign and the purpose of putting such a sign. Following up questions and explanation help students cope with the knowledge and realization.
Q2.
From our group's perspective, the method for tor the assessment is ineffective.
For instance, some students, even though they may not understand the main theme of the lesson, tend not to raise questions even though they are clearly not knowing what is being taught. Furthermore, the evaluation paper may not reflect the needs and students may not be brave enough to give their opinions.
Q3.
I think most students can engage in the activities as they learn not just the basic knowledge of the social norms but also cooperation. They can discuss their performance and their weakness during the discussion and get some feedback during the discussion.
Also, positive feedback is strongly promoted. For instance, students can give smiling faces for judging other performances and learn from others' shortcomings and strengths.

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Q1:
On the basis of Assessment FOR learning, our group agrees that through instruction and feedback, Kimmy provides adequate scaffolding to the children’s learning. The process of scaffolding in education involves the teacher’s modelling or demonstration on how to achieve a task, and then consulting the students’ understanding through feedback.
According to the plan, Kimmy’s instructions included a pre-demonstration of how the role play should undergo. She co-performs the MTR short play (which later the students would be required to do). Afterwards, she conducts a short discussion on the short play she has modelled as well as assessed the students’ current understanding by asking questions regarding the MTR sign “No diet”, (e.g. “what is the purpose/function of the sign?”)Through teacher Kimmy’s detailed and comprehensive instructions with simultaneous follow-up questions, the children’s knowledge can be well-scaffolded.

Q2:
To a large extent, Kimmy’s method of assessment (teacher evaluation feedback) can effectively assess the children’s knowledge about MTR signs. It is effective in a way that the feedback form’s criteria of evaluation items range from the “preparation” session to the “performance” session. This shows the specificity of Kimmy’s way of assessing the students’ overall learning. According to the feedback form, she also takes a deeper look at the way the students communicate and collaborate with each other, whether all of them are given a responsibility to take up a certain role in the group task, and whether they have achieved the required performances of their respective roles (e.g. the “MTR staff” was able to commend “those” who abide by the MTR rules and was able to remind “those” who are seen down inappropriate practises through MTR signs)

Q3.
First, during the whole class discussion (after individual groups’ discussion), the students (via the student representative) are given the opportunity to express their opinions and knowledge about the various MTR signs. As a whole class, although the teacher leads the class discussion, she also makes sure that every individual student has a chance to express their ideas, as according to the plan, even the quieter students could initiate discussions when encouraged. In this way, all students take part in the assessment.

Second, through the group performance task which involves the role play, the students can express their understanding about the MTR signs through drama. In this way, they are seen to have direct interaction in front of the class that shows their discussion on the signs and may even pave way to debate-like conversations which could reaffirm each individual student’s current knowledge of the signs.

Lastly, as for the peer assessment, students are able to reflect on their own by observing their classmates’ performances. In this way, the students are more heavily involved in the assessment as they become the evaluators themselves.

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Q1. Kimmy's design can adequately scaffold children's learning through clear instruction and feedback from both children and teacher. Kimmy's design include a demonstration by 2 teachers at the beginning of the class, which can let children concentrate in class and also have a brief idea on what they should do and focus on in the following time. Teacher would not only perform the drama, but also explain the sign at the end of the drama. It helps children in early age to have a better and clearer concept. Moreover, MTR signs are also common in daily lives that children should have pre-exist impression or even knowledge on them, therefore Kimmy's clear instruction should help them learn more based on what they have known as they can recall their memory from daily lives.
After performance by teacher, Kimmy leave time for children to discuss and solve the problem by themselves while teachers only serve as a guide when they have difficulties. Students could learn more from solving problem. Feedback from teacher and also peer feedback can help consolidating students knowledge. It shows Kimmy's plan could adequately scaffold students learning.

Q2: Kimmy can effectively assess her students. By performing in front of the class, both performers and audience can learn different meaning of the MTR signs, they could also experience the role of a irresponsible and responsible passenger, as well as staffs. When they perform correctly, it shows that they fully understand how they should behave in public transport, which is also the aim of the class. From the peer assessment part, Kimmy can also tell if other children understand the rule well from the smiley face they raise in class.
Q3: Children are greatly involved in the class. They have to share with their peers about their understanding on signs, design a drama and also assess their classmates' drama performance. Informal assessment helps student to engage in class activities as they will feel less stressed when compare to formal assessment. For example, during group discussion, children could continuously reflect themselves when other express their opinions. They could learn from peers' ideas. They could learn while they watch and assess their friends' performance in the drama peer assessment section.

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Q1. Kimmy can scaffold the children’s learning about MTR signs through instruction and feedback in the drama      play adequately.

For example,

(1)    Kimmy observes children’s performance and aside, and encourage they

freely performing with skill. Then the teacher can find and guide the students more easily in the later learning and give more useful help. Sometimes encouragement is the best supporting for children.

（2）Kimmy also raises dialogue aiming at some children’s need to guide. She not only fulfills teacher’s responsibility, but also cultivates children’s ability to think independently at the same time.

Q2. Kimmy might not assess children’s knowledge about the MTR signs and their performance regarding how they respond to the MTR signs effectively. In our opinion, the evaluation form sheet is not specific enough to reflect the performance of every child. It would be better if teachers can rate on each standard instead of writing yes or no.

Q3. Children are involved in the assessment process through correcting and helping each other. In the group performance task, little performers have to react on each other’s performance and cooperate, thus they do the assessing job and improve themselves at the same time. And when they give the group they like smiling faces, they are assessing other performers and learning from them.

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Activity 1
Q1. I think Kimmy has adequately scaffold students' learning. Since the MTR signs are common things that probably all students have had experiences before, it is not too difficult for them to understand what it is mentioned in the signs. She first introduced the sign to students through drama so that they could visualize the actions. When the students are trying to guess the meaning of different MTR signs during their discussion, the teachers added that if the students struggled, she would provide some follow up questions which serve as hints to scaffold their understanding.

Q2. Our group agreed that AOL is not appropriate to get access to students' understanding in this case but AFL is s more appropriate way. During the activities, we think that the teacher has arranged quite a lot of discussion sections which can demonstrate students' understanding on the MTR signs because they are asked to share with the teacher and the class. Kimmy can analyze what are the problems and misunderstanding through students' sharing. However, students might rely on one student during the discussion and it might be possible that some of the students actually don't know anything so the teacher should also walk around the groups to see if every one is participating in the discussion.

Q3.  First, during the sharing after discussions, students can actually listen to what the others have discussed and evaluate their results to see whether they have the correct understanding of the MTR signs and ask questions about it which is part of the assessment process. Also, the children are involved in the assessment process through the peer assessment where they judge and comment on their classmates through smiley faces according to how well they performed in acting out the MTR signs.

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Q1:
Assessment for learning is related to the support and diagnosis which happens during the learning process. Mostly,Kimmy’s design of the class can adequately scaffold the children’s learning about MTR signs.

The aim of the class is to teach K3 about MTR signs. The teacher use the proper teaching strategies that is easy for the children to  understand which makes the contents of the assessment connect to the group performance and the familiar cartoon characters. Moreover, when the students are doing performance, teachers facilitates the students in need.

At nearly the end of the lesson, teachers give feedback to the students according to the performance that students do in the group activities in role play, so that the students can know about the performance of the activities. However, the way that teachers give feedback can be modified. Because in the lesson plan, the comments from the teachers are difficult for K3 students to understand in some way. The feedback can be more detailed and concrete so that students can use assessment feedback to enhance their learning.

Q2:
Kimmy can effectively assess children’s knowledge about the MTR signs. Students assigned to different roles, like passengers and MTR staff, are assessed based on their reactions to the signs. If children who play as passengers can make appropriate actions according to the signs, or can recognize that they should abide by the rules and correct themselves after being reminded, that means they have consolidated the knowledge on the signs. If children who play the role of MTR staff can remind passengers of inappropriate practices and inform them of what to do, or give praise and approval to those who follow the rules, that means they have the awareness of how the signs and their associated meanings can be conformed to by passengers. On a whole, the teacher evaluation form is a very good example of a rubric to assess students’ understanding on the related topics through observation of their performance in little dramas.

Q3:
Peer-assessment is encouraged in that students not performing are asked to pay attention to the ones up on stage, and the audience are given a task to do, that is to raise the smiling faces.  This can effectively involve students in the assessment process, particularly, the assessment is not in the form of marks or grading; instead, informal assessment is adopted to allow students to learn to appreciate others’ performance while at the same time, they are trained to make judgment as reflected in the proper raising of the smiling faces. All students, be it shy or talkative, are required to participate in the discussion process. Through this process, they can develop the skills to evaluate the appropriateness or practicality of the ideas raised by groupmates. At the same time, they are likely to learn how to self-assess, with the input or opinions given by groupmates. Teachers acting as facilitators can aid the progress of the discussion.

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Q1. Kimmy can adequately scaffold students’ learning.  At the beginning, teachers demonstrate the meaning of the sign ‘no diet’ in the form of performing, which quite benefits students’ understanding on signs and reminds them of prior knowledge on signs from daily life. Their learning motivation is also stimulated. Then, the learning activities are suitable for students’ learning ability. Group tasks can cultivate students’ collaborative skills and provide them with an opportunity to share what they have acquired and solve simple questions with each other, in which way, their new-learnt knowledge is consolidated gradually. During this process, teachers act as a facilitator and give concrete guidance not directly showing them the right way but raise relevant questions to help them gain other ideas.

Q2.Firstly, we think that Kimmy might not effectively assess children’s knowledge about the MTR signs. Although, in the sign learning section, Kimmy uses group discussion to identify the pre-existing experiences of students, during the discussion some children may be afraid of sharing their ideas. Also, since the children are kindergarten students, this method might not really suitable for concretely checking their acquisition. However, Kimmy might be able to assess students’ knowledge by the group performance. During the performance, Kimmy pairs the children into groups and each group will act a role play about one MTR sign. This method can effectively help Kimmy to evaluate the level of the knowledge acquisition and understanding of each student.

Q3. First of all, we think that students definitely involve in the assessment process of the drama play. Kimmy provides fair opportunities for each student as little actors. Since the play itself is an assessment which is suitable for kindergarten students. Moreover, this assessment not only can motivate the interest of students but also can cultivate their generic skills such as critical thinking, self-learning and collaborative skills. Furthermore, the children can consolidate their acquired knowledge, at the same time, gain another attribute like confidence and spirit of team work.