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Assessment plan for Scenario 5

Why this plan:

·       Introduce students with more vocabulary in their writing

·       Reduce the frequency of making grammatical mistakes

·       Guide them to think systematically before writing, so as to improve their writing structure

·       Make writing as their habit but not something to be scared of

What to assess

·       Topic: A person that you are admired of

·       Knowledge: Think of the people around you in daily life; learning adjectives to describe a person; using past tense to describe the experience between the student and that person; how is that person be different with other people

·       Skills: 1. Communication skills, students should share the experience with the person they admire to their classmates before writing. 2.  Summarizing all the events in a systematic way.

When to assess

·       Within class time: Teaching students how to describe a person by using different vocabulary and adjectives so as to enrich their writing skills.

·       During teaching: Providing cards to students with different parts of a sentence printed on it, then they are required to reform these cards in chronological orders so as to form a complete sentence. Providing framework or template to students about how to write a descriptive passage.

·       End of teaching: Teachers should note for each student how accurately they can write about this topic by using suitable adjectives and with no grammatical error. Then the teacher should adjust his/her teaching materials based on the observation.

·       Frequency: once a week

·       Intensity: Students may have the idea in their mind but have no idea how to express it in a clear way with correct wordings. They may also be confused about how to express their admiration to that person in English. Students with high proficiency may found this lesson boring.

How to assess

·       During class, students first use the materials given by teachers to make a plan for the article. After that, they can form groups and share their ideas and/ or difficulties they are facing.

·       Finally they are asked to write the article, which serves as the assessment. The article is a homework for students to complete at home.

·       A week is given to the students for completing this article.

·       The article will first submit to teachers for marking (not grading, just to correct some grammatical and/ or structure errors)

·       A rubric will be given out; the main grading criteria are the correct usage of adjectives and languages, a well-structured and organized article. Teachers are suggested to provide more positive feedback, rather than negative feedback as this activity’s purpose is to encourage and promote writing.

·       All the articles written by students will be posted on the board in the classroom after teacher’s checking, classmates are asked to vote the “best article” (Peer assessment)

Who to assess

·       Teacher is responsible for the first marking of the articles (grammatical error/ structure error)

·       Students (by voting)

How to improve student learning

·       Interpreting results

o   The teacher can invite student to have individual consultation so that students can have a better idea about their performance.

o   There will be rewards to those students who are being voted.

·       Giving quality feedback

o   Teachers should provide them positive and specific feedback. Some follow-up work can be arranged for students who perform relatively poor.

·       Adjusting/Setting teaching plan

o   If some students have difficulties in writing the article, more learning activities should be provided for them to cater individual differences.

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Group 8 (Jas, Cynthia, Tifu, Jack, Tiger, Samuel, Keith)

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Group 8 (Jas, Cynthia, Tifu, Jack, Tiger, Samuel, Keith)

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Assessment plan for scenario 5

1.Why this plan

To help student develop fundamental writing skills

To enlarge the vocabularies

To learn the correct Grammar

To let students to stimulate imagination and develop the organisational skills

2. What to assess
Topic: writing a story based on 4 pictures

Contents: Based on students’ imaginations

Subject knowledges: students are required to use simple tenses (present tense, past tense, continuous tense)
Basic vocabularies are acceptable

Organisation skills:

Imagination and creativity

Content arrangements

Storylines

3. When to assess

Within the class time students will learn how to make up a story with different tenses base on the timeline that they want to create for their story.

During the class time students will learn about the different tenses and its’ usage to formulate basic timeline and story that they want to create.

After the class, students will try to use the tenses that they have learn to finish the story that they were writing during the class. Teachers will have to make sure that students are understanding the different usage of tenses and the differences in tenses.

Frequency of this activity won’t have to repeated but different activities that can help students to improve their understanding will be required.

In terms of intensity, it is very important for students to understand the differences between tenses and so it will require students to try hard to absorb these information.

4. How to assess

Assessment methods: Based on 4 pictures students will have to use their imagination to write a story.

Sequence of assessment:

Teachers will provide 4 different pictures

Students will write a story based on the 4 different pictures and will try to make the story fluent and connecting all 4 different pictures that are given.

After writing students will exchange their stories with other classmates to see what different stories that others can think of by looking at same 4 pictures. And comment what others have done well and things to improve.

Teacher will collect student’s stories and give feedbacks.

Criteria:

Teacher will focus more on the tense usage of students and point out the parts that are not fluent in terms of time.

5. Who

Teacher will have to explain different usage of tenses before hand and so students can use their imagination to write the story but it will be fluent.

Students will have to think about different tenses that have learnt in class and use their imaginations to write down the story.

6. How to improve

Teacher after collecting all the story from students will check their tense usage and to figure out some of the common problems or mistakes

Other than common mistakes, teacher will write feedback to students’ story

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Group 6 (Candice Zhen, Yolanda Dong, Spencer Li, Linda Su, Vicky Lin)

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Group 6 (Candice Zhen, Yolanda Dong, Spencer Li, Linda Su, Vicky Lin)

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Activity 1:
Assessment plan for scenario 5

Why this plan:

To help students to write with abundant content.

To enlarge students’ vocabulary.

To help students be equipped with basic grammar rules.

To raise students’ awareness of organization.

To help develop students’ critical thinking skills.

What to assess:

Topic: write a letter to parents about the happiest trip you have had and why it is the happiest.

Subject based.

Knowledge:

1. The format of letter

2. What should be write about the trip (content, such as weather, settings, people)

3. What grammar rules will be used (past tense, present tense...)

4. Vocabulary used to describe the trip

5. Organization of a passage

Skills:

1. Communication skills

2. Critical thinking skills

3. Creativity

4. Collaboration skills

When to assess

Within class time: Teaching students how to write letter. Providing suitable words for students to coherence every paragraph and sentences. Using different kinds of words to express their emotion. Learning the correct format of letter and language style for writing to different people, for example formal or informal.

During teaching: Teacher could provide some templates of writing letters and some perfect sentence to students. Teacher also could teach the way of writing, such as making an outline before writing. Teach should focus on how to improve students’ writing skill. Teacher could guide students how to write rather than specific words or sentence.

End of teaching: Teacher should read students’ letters carefully and give comments. Praise advantages to encourage them, meanwhile, list the points need to improve.

Frequency: Twice a week. The first time students need to write the new letter. Later, the students just need to revise their previous letter depend on the comments of teacher.

How to assess:

Assessment methods: Giving a topic to students to write a letter by themselves. After writing, every students should comment on one of other students’ letter.

Sequence of assessment:
1. Teacher gives the topic to students
2. Students write letter by themselves
3. After writing, each student choose a letter to comment. Writing down the advantages and disadvantages.
4. Student receiving their own letter and improve it. After improving, teacher gets students’ letters back.
5. Teacher reading letters and sum up the common points need to improve.
6. Teacher giving the feedback about the conclusion and giving the best example of letter to students.

Assessment criteria: Students giving comments based on the lesson teacher has taught before. Teacher gives marks based on whether the student improve their letter after seeing the comments by others.

Who to assess:

Teachers: the teacher  give the students a brief introduction of the topic at first, which can help students know the knowledge well. When student focusing on their working, the teacher should keep on instructing and pay attention to some possible problems during the writing progress.

Students: students have had some knowledge about the writing skills. The students also attend the activity in class.

How to improve student learning:

Firstly, Teachers should mainly focus on the format of the letter. The basic score for the writing test should be the grammatical knowledge and writing structure. Also, teachers should give comments and correct the mistakes in the composition.

Besides, teachers need to give detailed and clear comments according to the whole passage. The quality feedback need to tell the parts which students need to improve and where they wrote well. Students can engage advantages by the guidance in the feedback.

Finally, teachers need to observe the disadvantages or some unsuitable arrangements in the teaching plan. Besides, asking students for advice is a good way to find the area to adjust the plan. In conclusion, students are the central point of the whole lesson plan. Therefore, their advice is the most important points to be considered.

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Group 5 (Rosetta, Christie, Joyce, Janice, Bobo, Natalie)

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Group 5 (Rosetta, Christie, Joyce, Janice, Bobo, Natalie)

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Assessment plan for scenario 1
Task:  Go to Kat Hing Wai Walled Village and interview the villagers there to gain first-hand experience.

Why this plan:
The learning intentions and the objectives of the assessment plan are:
1.  to know more about our village history
2. to encourage students to learn from past experience

What to assess:
History and English Language are the subjects covered in this assessment.

Dimensions including knowledge across subjects and skills in the social and cognitive domains.  For social domain, communication skills are important as students need to identitfy what they want to find out, then construct questions to interview the villagers.   Collaborative skills are also crucial.  As this is a group-based assessment, students should help each other, for eample, asking follow-up questions if their groupmate's question or the villager's answer is unclear.

For cognitive domain, good attitude plays a role in the assessment.  They should repect and take care of each other during the field experience.

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Qinxin Fang, Xinlin Wu, Zimeng Zhang, Qianru, Shi

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Qinxin Fang, Xinlin Wu, Zimeng Zhang, Qianru, Shi

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In-class assessment: 1. board game with plus and minus problem-solving questions. Students are divided into different groups to have competition.

Homework: students design exercise about plus and minus questions for each other and finish the worksheet from classmates

Why this plan: Formative assessment helps students use plus and minus to solve problems in contextualized activities and allows teacher to assess the understanding and ability of the students. Summative assessment is to know the master of the concepts.

What to assess: 1. to assess students’ knowledge about plus and minus and their application of knowledge 2. To assess students’ collaboration skills and problem-solving skills in competition 3. To assess students’ creativity in designing exercises

When to assess: Board game is conducted in class at the end of the teaching. Teacher can assess understanding with the repetitive exercises in the board game. Both the design of exercises for classmates and the worksheet are conducted after class.

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Group 1 (Zhu Chuyue, Lin Ying, Crystal, Wu Lingrong, Xian Ruixi, Hong Lijie, Claire)

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Group 1 (Zhu Chuyue, Lin Ying, Crystal, Wu Lingrong, Xian Ruixi, Hong Lijie, Claire)

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Assessment plan for Scenario 5

Why this Plan:

Learning objectives:

1. To establish critical thinking on the topic of personal unforgettable experience

2. To raise awareness of the text type of recount, which focuses on recalling sequential specific events.

3. To raise awareness of the text structure of recount, which includes orientation/setting, events in time order, reorientation and evaluation.

4. To develop students’ writing skill of describing sequential events and expressing personal feeling through dairy

What to assess:

Topic: recount an unforgettable personal experience in dairy

Knowledge: 1) about personal experience e.g. what kind of events could be considered as personal experience; 2) about dairy

Skill: 1)expressing clearly; 2) combining the events in chronological or logical manner; 3) reasoning skill, to illustrate why the event became the most unforgettable one; 4)affective skill, to include the emotion towards the selected experienced event

When to assess:
(Within class time) teaching students: the format of diary, how to organize a text in an cohesive way, adjective of expressing emotion, etc.(Outside class time) students write their own diary(During teaching) teachers could let students reorganize sentence fragments to form a complete sentence, provide guided questions and framework/ table for students to write down their ideas, give students some reading input to enhance their vocabulary or sentence structure, etc.(End of teaching) teacher give comments to students writing(Frequency) once a week(Intensity) Students might: not have sufficient vocabulary, difficulty in forming cohesive text, privacy issues (e.g. household affairs) which are sensitive for teachers

How to assess:

Assessment methods: guide students to write a recount by themselves, and assess the creative piece of work in peer evaluation and self assessment

Sequence of assessment activities: 1)let students to share their most unforgettable experience; 2)provide students with a sample text of a recount; 3) explain the structure of the sample text which includes orientation, events in time order, reorientation, evaluation 4) separate the sample text into different stages and explain it separately to students 5) instruct students to finish their own recount structure by structure 6) Teach them to combine their own recount into one piece 7) Ask students to add additional information to make the recount more coherent, such as the ordinal numeral and finalise their product

Assessment criteria:

Students give marks to each other based on the consideration of the completeness of text structure, the accuracy of syntax, the rationality of sequential events and the reflection of the events. The mark is counted by the amount of stars that students give in each aspect.

Assessment procedures:

1. After students exchange their piece of work, peer evaluation is set to assess their individual performance;

2. Each member fill in as least five copies of evaluation table for the assessment of five classmates and mark the grade from the aspects of the completeness of text structure, the accuracy of syntax, the rationality of sequential events, the reflection of the events;

3. Combining the different feedback from different classmates, students make a self assessment for themselves and write a brief reflection on the advantages and disadvantages of their performance.

Who to assess:

Teachers-assessment of learning and assessment for learning

Students-assessment at learning

How to improve student learning:

Interpreting results: 1) Formal: teacher give marks based on the writing criteria grids. This is just for internal use. Students would not know the exact marks that they received. 2) Informal: teacher write down positive and encouraging wordings like ‘well done’, ‘great’ instead of giving the marks of students’ work

Giving quality feedback: 1) give out written comments on students’ work  2) collect both merits and problems that students have produced in their writing and share them in class without disclosing students’ name  3) (addition) provide verbal feedback for students who doubt about written comments  4) giving students suggestions on improving their writing

Adjusting/ Setting teaching plan: 1) when students feel difficult to handle the work, there should be substitute such as sentence writing instead of writing a whole text to support students’ learning  2) the objective should meet with students’ proficiency level. For low-achieve students, teacher could set goals (e.g. able to write event in chronological order) which students are able to achieve in their level of competence.  3) students could write a rephrased composition based on the feedback given by their teacher

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Group 4 ( Adam, Janice, Sophie, Winnie,Ivy and Crystal)

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Group 4 ( Adam, Janice, Sophie, Winnie,Ivy and Crystal)