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Create one alternative assessment item for the language skill of your choice.  State the assessment objective and the construct used.  

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Create one alternative assessment item for the language skill of your choice.  State the assessment objective and the construct used.  

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1. Type out CS

2. Type out LS

3. State topic

4. State type of alternative assessment

5. Write AO

6. Write assessment item

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1. BI 1.3 Listen to, understand and respond in a variety of contexts

2. BI 1.3.1 Participate politely in daily conversation to : (iv) express feeling

3. Emotions

4. Checklist

5. Pupils can express feeling

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You can download the relevant documents here.

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You can download the relevant documents here.

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Create one traditional assessment item for the language skill of your choice.  State the assessment objective and the construct used.  

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Create one traditional assessment item for the language skill of your choice.  State the assessment objective and the construct used.  

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1. Type out CS

2. Type out LS

3. State topic

4. State type of traditional assessment

5. Write AO

6. Write assessment item

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Create one creative assessment item for the language skill of your choice.  State the assessment objective and the construct used.  

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Create one creative assessment item for the language skill of your choice.  State the assessment objective and the construct used.  

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1. Type out CS

2. Type out LS

3. State topic

4. State type of creative assessment

5. Write AO

6. Write assessment item

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Type out what do you think they mean:  Assessment for learning (AfL), Assessment of learning (AoL), Assessment as learning (AaL)

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Type out what do you think they mean:  Assessment for learning (AfL), Assessment of learning (AoL), Assessment as learning (AaL)

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Checkpoints and your opportunity to win some goodies from the speaker.

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Checkpoints and your opportunity to win some goodies from the speaker.

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Upload any pictures you have taken during the course:  they can be serious, candid, unexpected etc.

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Upload any pictures you have taken during the course:  they can be serious, candid, unexpected etc.

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1. Choose a topic.

2. State the LP in full.

3. Write an LO based on the topic and LP chosen using SMART / ABCD or other preferred models.

**Feel free to visit your friends' LO and give constructive feedback.

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Join an activity with your class and find or create your own quizzes and flashcards.

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NCCBA (NATIONAL CONFERENCE ON CLASSROOM BASED ASSESSMENT) 2023

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NCCBA (NATIONAL CONFERENCE ON CLASSROOM BASED ASSESSMENT) 2023

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You can watch the keynotes and parallel sessions here. Very useful insights and information on CBA.

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NATIONAL CONFERENCE ON CLASSROOM BASED ASSESSMENT FOR ENGLISH LANGUAGE (NCCBA) 2023

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Share your videos with friends, family, and the world

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CS 3.2 Develop writing skill

LS 3.2.2 Copy and write small letters

Topic : Animal

Traditional Assessment : Word Completion

Assessment Objective :

At the end of this lesson pupils will be able to copy and write small letter a b c d e

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LS 3.1.2 Demonstrate correct posture and pen hold grip

LO : At the end of the lesson, pupils are able to at least demonstrate correct posture or pen hold grip.

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Group : Orchid

CS : BI 1.1 Listen to and identify sounds

LS : BI 1.1.1 Listen to and identify common sounds in the environment.

Topic - Animal sounds

Matching

Assessment Objectives: Pupils are able to match animal pictures with the correct sounds.

Items: Pictures & Audio clips

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Content Standard:

BI 2.2 apply sounds of letters to recognise words.

Learning Standard:

BI 2.2.5 recognise and sound out letters of the alphabet

Alternative Assessment: Rating Scale

Assessment Objective:

Identify the student's ability to sound out the vowels

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serious discussion of our SIC+ 😅

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content standard:

BI 2.2 Apply sounds of letters to recognise words.

learning standard:

BI 2.2.1 recognise letters of the alphabet by their

i) shape

ii) name

learning objective:

by the end of the lesson, pupils are able to:

1) say the name of the vowels a, e, i, o and u with guidance.

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Content Standard:

BI 1.2 Listen to and respond appropriately

Learning standard:

BI 1.2.2 Listen to and sing songs

Learning Objectives:

At the end of the lesson,some pupils will be able to name all the part of body with confident.(head,shoulder,eyes,nose,ears)

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At the end of this lesson pupils will be able to :

i) recognize 5 small letters a, b c , d, e

ii) copy and write small letter a, b ,c ,d ,e correctly

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CS: BI2.3 Demonstrate understanding of a variety texts in the form of print and non-print materials

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CS: BI2.3 Demonstrate understanding of a variety texts in the form of print and non-print materials

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LS: BI 2.3.1 Recognise and read logos and signs

LO: At the end of the lessons,pupils able to:

1. Recognise at least 3 signs or logos found in the English Corner in classroom

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Group Name : Orchid                                   BI 1.1 Listen to and identify sounds.                                          BI 1.1.1 Listen to and identify common sounds in the environment.   

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Group Name : Orchid                                   BI 1.1 Listen to and identify sounds.                                          BI 1.1.1 Listen to and identify common sounds in the environment.   

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LO : At the end of the lesson, pupils are able to listen and identify at least three animal's sound in the farm correctly.

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CS: Develop interest in reading independently for information and enjoyment.                                                  LS :BI 2.4.1 Recognise and name objects ot people in pictures.

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CS: Develop interest in reading independently for information and enjoyment.                                                  LS :BI 2.4.1 Recognise and name objects ot people in pictures.

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LO : Pupils can name at least 3 out of 5 colours given.

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CS2.1 show appropriate book handling skills

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CS2.1 show appropriate book handling skills

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LS 2.1.1 Handle books carefully

LO At the end of the lesson, pupils are able to handle and carry the books correctly.

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CS BI1.3 Listen to, understand and respond in a variety of contexts

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CS BI1.3 Listen to, understand and respond in a variety of contexts

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LS BI1.3.1 Participate politely in daily conversations to :

(iv) express feelings

LO At the end of the lesson, pupils are able to listen to and express feeling at least 3 emotions

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assessment for learning:

help teachers to prepare for their next lessons

assessment of learning:

process to measure, record and report the students' learning development.

assesment as learning:

students monitor their own progress and help them to set up their next achievements

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AFL

Assessment for learning, or AfL, is a teaching approach that generates feedback students can use to improve their performance. From a teacher’s perspective, this could be as simple as observing class discussions, asking questions and reviewing students’ work in progress. AfL is often immediate and informs changes you can make to your lesson straight away to make it more effective.

Both you and your students can use the feedback to improve learning. The feedback includes information on:

How students are learning

Their progress

The nature of their understanding

Any difficulties they are having

AOL

It involves looking at assessment information at the end of the teaching and learning process to rank students’ achievement levels against a standard. It is summative in nature and typically involves standardized tests.

Assessment OF learning scores are often used to move students from one grade to a higher one or from one learning level to another based on their results of specified achievement tests – e.g., state tests.

AAL

It occurs when students are their own assessors, when they monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.

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AFL - Teacher assess and ask pupils to improve

AOL - Pupils assess themselves

AAL - Teacher use evidence to assess pupils achievement

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AOL : to demonstrate achivement

AAL : to self-regulated and critically evaluate

AFL : to give feedback on learning and teaching

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AfL - enables teachers to use information about students knowledge,understanding and skills to inform their teaching.

AoL- Assist teachers use evidence of students learning to acsess students achivement.

Aal- Students use self- assesment and teachers feedback on their learning.

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AFL

Assessment for learning, or AfL, is a teaching approach that generates feedback students can use to improve their performance. From a teacher’s perspective, this could be as simple as observing class discussions, asking questions and reviewing students’ work in progress. AfL is often immediate and informs changes you can make to your lesson straight away to make it more effective.

AOL

It involves looking at assessment information at the end of the teaching and learning process to rank students’ achievement levels against a standard. It is summative in nature and typically involves standardized tests.

Assessment OF learning scores are often used to move students from one grade to a higher one or from one learning level to another based on their results of specified achievement tests – e.g., state tests.

ASL

It occurs when students are their own assessors, when they monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.

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Assessment FOR learning :

Used to receive feedback on your learning.

Assessment AS learning :

used to empower to manage your own learning.

Assessment OF learning :

used to demonstrate achievement of your learning.

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afl-formative, on going feedback,improve learning

aol- summative, ranking and reporting, scoring and grading.

aal-formative,deeper learning and learning how to learn;learner and peers

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AfL - assesment to improve the learning to the next steps

AoL - is a multiple method to assess student improvement/ development

AaL - contribute to assesment and learning process

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Assessment for learning is a process where teachers seek and use evidence to decide the student level.

Assessment of learning is teacher assess student that will contributes/affect to their future

AsL is teacher encourage student responsibility for their own learning

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Content Standard:

BI 2.2 apply sound of letters to recognise words

Learning Standard:

BI 2.2.6 recognise and sound out initial, medial and ending sounds in a word

Topic: Animal (Tame Animals)

Traditional Assessment: Word Completion

Assessment Objetive:

1. Identify pupils who are able to complete the words by filling the correct medial sounds.

Assessment:

c _ t

h _ n

d _ g

c _ w

p _ g

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CONTENT STANDARD

2.3 Demonstrate  understanding of a  variety of texts in the   form of print and non print materials

LEARNING STANDARD

BI 2.3.1 Recognise and read logos and signs

TOPIC

Transport

TYPE OF ASESSMENT

Matching

Assessment Objective

At the end of lesson, pupils will be able to

a. Match the same safety sign correctly.

Assessment item

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BI 3.1 Develop prewriting skills

BI 3.1.2 Demonstrate correct posture and pen hold grip

Topic: Myself

Traditional Assessment: True/False

AO: Pupils can recognise correct posture for writing.

Assessment Item: Tick (√) the correct posture and cross(X) the wrong posture

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BI 2.4 Develop interest in reading independently for information and enjoyment

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BI 2.4 Develop interest in reading independently for information and enjoyment

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LS 2.4.1 Recognise and name objects or people in pictures.

Topic : My Face

Type of tradisional assessment : Labelling

Assessment Objective : Assess students ability to recognise parts of the face.

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CS : BI 1.2 Listen to and respond appropriately.

LS : BI 1.2.4 Listen to follow simple instruction.

Topic : My Body

Traditional Assessment : Labelling

Assessment objective : Pupils able to cut and paste at the correct parts of their face.

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1. BI 1.3 Listen to, understand and respond in a variety of contexts

2. BI 1.3.2 Name favourite things and activities

3. Fruits

4. MCQ

5. AO - Recognise the first letter

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CS: 2.1 show appropriate book handling skills.

LS: 2.1.2 Recognise the basic features of a book.

Topic: My colour

Traditional assesment: MCQ

write AO: Pupils able to recognise basic features of a book correctly.

Assesment item:

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cs 3.2 Develop writing skills

LS 3.2.2 Copy and write small letters

Topic : Animals

Alternative assessment : Checklist

AO : Pupils will be able to copy and write small letters (a b c d e)

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CONTENT STANDARD

2.3 Demonstrate  understanding of a  variety of texts in the   form of print and non print materials

LEARNING STANDARD

BI 2.3.1 Recognise and read logos and signs

TOPIC

Transport

TYPE OF ASESSMENT

Rating scale

Assessment Objective

At the end of lesson, pupils will be able to

a. Recognise logo and sign

Assessment item

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Group : Orchid

CS : BI 1.1 Listen to and identify sounds

LS : BI 1.1.1 Listen to and identify common sounds in the environment.

Topic : Animal sounds

Objectives : Pupils are able to recognise animal sounds

Anecdotal Record:

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CS : BI 1.2 Listen to and respond appropriately

LS : BI 1.2.2 Listen to and sing songs

Topic : My Family (Finger Family)

Alternative assessment - Observation (anecdotal record)

Assessment Objective : Pupils can sing song

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BI 3.1 Develop prewriting skills

BI 3.1.3 Engage in hand-eye coordination throught scibbling, drawing lines, and patterns

Topic: Introduction Me

Alternative Assessment: Rating Scale

Assessement Objective: Pupils can draw line and pattern.

Assessment item: Rate my friends

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CS: 2.1 Show appropriate book handling skills.

LS: 2.1.2 Recognise the basic features of a book

STATE TOPIC: MY COLOUR

STATE TYPE OF ALTERNATIVE ASSESMENT: OBSERVATION(anecdotal records)

AO: Pupils able to recognise basic features of a book correctly.

ASSESSMENT ITEM:

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CS BI 2.4 Develop interest in reading independently for in formation and enjoyment.

LS BI 2.4.1 Recognise and name objects or people in pictures.

Topic : My Face

Type of Alternative Assessment : Checklist

AO : Assess students ability to recognise parts of the face.

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CS 3.2 Develop writing skills

LS 3.2.2 Copy and write small letters

Topic : My Animal

Type of Creative Assessment : Active Play

AO : Pupils able to recognize, copy and write the small letters (a b c d e).

Assessment items : Alphabets card, hula hoop, paper and pencil

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CONTENT STANDARD

2.3 Demonstrate  understanding of a  variety of texts in the   form of print and non print materials

LEARNING STANDARD

BI 2.3.1 Recognise and read logos and signs

TOPIC

Transport

TYPE OF ASESSMENT

Creative Assessment

Assessment Objective

At the end of lesson, pupils will be able to

a. Recognise three signs given by the traffic officer on the road.

Assessment item

pretend play

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BI 3.1 Develop prewriting skills

BI 3.1.3 Engage in hand-eye coordination throught scibbling, drawing lines, and patterns

Topic: Introduction Me

Creative Assessment: Manipulative Play

Assessement Objective: Pupils able to draw straight line and one pattern.

Assessment item: Move the coin to follow the straight line and one pattern on the paper.

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Group : Orchid

CS : BI 1.1 Listen to and identify sounds

LS : BI 1.1.3 Listen to and identify rhymes in nursery rhymes and song

Topic : My Body

Creative Play : Action song (Hockey Pokey)

Objectives : Pupils are able to identify rhymes in song

Assessment Item : Video,

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CS : 1.2 Listen to and respond appropriately.

LS : 1.2.4 Listen to and follow simple instructions.

TOPIC : MY BODY

TYPE OF CREATIVE ASSESSMENT : Creative Play

AO : Pupils can follow instructions based on the video played.

ASSESEMENT ITEM :

SONG : HOKEY POKEY SONG

LYRICS :

You put your right hand in,

You put your right hand out,

You put your right hand in,

And you shake it all about,

You do the Hokey Pokey,

And you turn yourself around,

That's what is all about .

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The Hokey Pokey - Nursery Rhyme & Kids Song [SB 2e #4-18]★BIGBOX

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Content Standard:

BI 2.2 apply sound of letters to recognise words

Learning Standard:

BI 2.2.1 recognise letters of the alphabet by their:

i) shape

ii) name

Topic: Animal (Tame Animals)

Creative Assessment: Sensory Play

Assessment Objective:

Pupils are able to make the shape of the letters.

Activities:

1. Teacher shows the pictures of the animals to the pupils.

2. Pupils say the name of the animals.

3. Pupils say the first letter of the words

4. Pupils make the first letter of the words using the dough.

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1. BI 1.3 Listen to, understand and respond in a variety of contexts

2. BI 1.3.3 Listen to and respond to oral texts

3. My fruit

4. Sensory play

5. AO - Listen to and respond to teacher's instruction.

6. Oral text : My mother go to the market. She buy an apple, banana, orange, grape and starfruit.

Teacher's instruction : Now , can you make a starfruit for me ?

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CS: 2.1 Show appropriate book handling skills.

LS: 2.1.2 Recognize the basic features of a book.

State Topic: My toys

State type of creative assessment: Manipulative play

AO: Pupils able to recognize the size of the books.

Assessment item: box, books

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CS BI 2.4 Develop interest in reading independently for in formation and enjoyment.

LS BI 2.4.2 Read texts independently

Topic : My World Domestic Animals

Type of Creative Assessment : Cooperative Play

AO : Assess students ability to read sentences from the book.

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KSPK - the heart and soul of Preschool curriculum 💞