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Scenario: 3

Solutions that based on the guiding assessment principles to improve the situation:

To start with, teachers can use multidimensional assessment methods such as portfolios and group projects to help improve the situation. Group project, for instance, is a motivating and engaging alternative assessment strategy which enables students to deeply explore a particular topic with their learning peers. This form of assessment allows teachers to evaluate whether or not their students are capable and correctly apply the knowledge that has been imparted during lessons into their work. This assessment method, in other words, can reflect teachers' educational effectiveness and students' academic progress. Teachers can know the extent to which their students are attaining the intended learning outcomes. Most importantly, group projects allow interactions among learning peers. Their discussions / exchange of information about the assessment not only enrich their understanding on the subject areas, but also stimulate their interests in learning. Students would not be passive and show lack of enthusiasm in class anymore. Generic skills, like communication and collaboration skills, can even be fostered through this assessment method. This can help reach the goal of integrating generic skills into everyday lessons.

Besides, teachers should assess students continuously throughout the learning processes. One of the possible reasons that students do not concentrate in class and do things unrelated to learning is that they cannot keep up with teachers' instructional paces. They are unable to understand the content and experiences senses of incompetence. They, at last, decide to give up themselves nor be attentive. Teachers, in response to this situation, should progressively assess students' learning. Berry (2008) mentioned that continuous assessment throughout a term can help monitor whether or not students are satisfactorily proceed towards the ultimate intended learning goals. This strategy provides teachers with opportunities to give feedback on students' performance for their further intellectual pursuit. Also, teachers can identify the poorly-performed students and give them assistance as quick as possible. This helps reduce the likelihood of occurrence of their serious learning difficulties and misbehavior during lessons. The form of conducting this continuous assessment is very simple, according to Berry (2008). A series of small-scale, appropriately valued tasks to confirm students' understanding about the newly taught skills. Besides, this assessment should be arranged at weekly intervals so that students and teachers would not feel too exhausted.

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Scenario analysis on Scenario 3

Scenario 3
During the lessons, your students are either very passive in learning or active in doing things unrelated to learning.

Principles that apply to the scenario:
Principle 6: Allowing students to take part in the assessment process
Students are being very passive during the class since they think they are excluded in the lesson. So as to let students be more active in learning, teachers should let students contribute in their own learning as well as their peers. Students can make judgement about their works and their peers’ work. Self-assessment and peer assessment can be provided by the teachers as to encourage students participate actively in the learning process. For example, teachers can provide students evaluation sheets after finishing an activity like presentation, students can therefore have a reflection on themselves and also give advice to their peers’ performance, which can raise students’ participation in learning process.

Principle 7: Using assessment to uncover students’ learning
There are both informative and formative assessments, both of the assessments should be applied by the teachers in teaching instead of relying on only one of them. The purpose in providing assessment is to improve students’ learning behaviour but not getting the end-of-term result, therefore multidimensional methods are more encouraged for teachers to apply as to raise students’ interest in learning. Formative assessment can provide regular feedback and so to check their learning process. Therefore during the lesson. teachers can provide formative assessments to give timely and regular feedback to students as to let them know clearly about their performances and what to improve. And informative assessment can be used to support students’ learning and reveal the learning progress that what learning have been achieved and what is still to be attained. Students can then be more active in learning since they know clearly what they are doing and what they should do next as to achieve their learning goals.

Principle 9: Providing feedback to facilitate students’ learning
Feedback is essential to the students’  learning, teachers should provide comprehensive feedback to students’ as to help students achieve their learning goals and objectives. Teachers can make use of formative assessment to monitor and support students’ learning progress during lessons, this can help forming an interactive cycle, students’ learning motive could then be raised. Also, students can have the opportunities to act out the suggestion given by teachers or their peers immediately during the lessons, which favors students’ learning and improve their performance during class. For example, teachers can ask students to write a short paragraph about the teaching topic and ask them to exchange with their classmates to give advice. Teachers can summarise the mistakes made by students and teach them how to correct, at the same time appreciate their good work. Therefore students can have higher participation during class as they can get immediate feedback from their teachers, which favours them to reach their learning goals and objectives.

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Scenario 2
First of all, with the request by the parents, the teachher can adopt the approach of the ten guiding principles for making assessment effective. As mentioned from the 1st principle, the teachers can have a better continuation follow-up with the students on their results and progress, to see how much content the students have understood. With effective feedback and extra assistance provided to the students if necessary and cater for individuals' needs.

Besides, as suggested in the 2nd principle, the teacher can also adopt a multidimensional assessment, perhaps the girl may be a less traditional or commonplace talents student, the assessment method can and should be varied for example, group projects, field  report, film reflection, interviews, concept map may be one of the assessments which would not restrict a single form of assessment mode.

Not to mention, the assessment could also be align with the forth principle in which the assessment or grading criteria should be equal. It would be a great way for for teachers to set a equal standard in terms of marking. It is advised for teachers to select the marked or demonstration assignments from lower-level student, average and the high-level students with great details of explanations on markings in order to have an equal grading on each particular one.

As mentioned in the 7th principle, assessments should informative but not just a grading tool. Teachers are supposed to uncover students' talents through the process of testing the students. Teachers then individualize teaching according to students' different learning needs and improve their learning process to eventually acquire the targeted learning outcomes. By realizing students' unique learning process, teachers can help with their learning and so, the results improved.

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Our group decide to choose scenario 1.
We would like to give select different learning methods that can achieve the learning goals. We would not want to limit our students learning opportunities by give them only tests. Tests may be helpful for assessing their learning process. However, I think activities that encourage them to think and observe are also good for their understanding on lesson. Moreover, activities may bring joy during learning process and thus fostering the proficiency of learning.
Also, we may set a goal for every lesson. Placing importance of these goals. This may indicate that we are having lessons for understanding knowledge instead of reaching a high marks in tests.

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Group 2:                                          Our group selected the third scenario as our object of analysis and applied five of the principles provided by Berry.                                                                                                                   It is obvious that the school pays much attention to exams. There is no doubt that examinations are good at finding students' weaknesses, but they do not provide students with exact ways to improve. If the teacher does not give the students feedback according to the test in time, it is difficult for the students to improve themselves, thus losing the original meaning of setting up the test. So the teachers should provide timely and clearly feedback after every big or small exams (principle 9). Teacher should assess	students	throughout the learning processes continuously (principle 5). Formative assessment not only includes results, but also covers learning processes.In order to do this, teachers should keep their eyes open and observe students’ behavior or works. In this way, it is more likely to reduce the chance that students treat the exam as the only way to demonstrate their understanding and study for it. Teachers from different subjects or classes can gather regularly to share their experiences and inspire each other. The results of the assessment are intended to serve teaching and learning rather than being seen as a bunch of simple data. Teachers can set up different evaluation methods according to different teaching contents together (principle 1 & 2), such as applying presentation and experiment. Changing various teaching methods also might help to arouse students' interest in learning and take their eyes off the exam (principle 4).

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Group 2:                                          Our group selected the third scenario as our object of analysis and applied five of the principles provided by Berry.                                                                                                                   It is obvious that the school pays much attention to exams. There is no doubt that examinations are good at finding students' weaknesses, but they do not provide students with exact ways to improve. If the teacher does not give the students feedback according to the test in time, it is difficult for the students to improve themselves, thus losing the original meaning of setting up the test. So the teachers should provide timely and clearly feedback after every big or small exams (principle 9). Teacher should assess	students	throughout the learning processes continuously (principle 5). Formative assessment not only includes results, but also covers learning processes.In order to do this, teachers should keep their eyes open and observe students’ behavior or works. In this way, it is more likely to reduce the chance that students treat the exam as the only way to demonstrate their understanding and study for it. Teachers from different subjects or classes can gather regularly to share their experiences and inspire each other. The results of the assessment are intended to serve teaching and learning rather than being seen as a bunch of simple data. Teachers can set up different evaluation methods according to different teaching contents together (principle 1 & 2), such as applying presentation and experiment. Changing various teaching methods also might help to arouse students' interest in learning and take their eyes off the exam (principle 4).

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Our groupmates analyzed the Scenario 3:
During the lessons, your students are either very passive in learning or active in doing things unrelated to learning.

1. Based on the 3rd principle, we should select assessment methods that are susceptible to our learning. We can add interviews, performances and experiments in to our teaching progress, or use some concept maps to help students’ learning. For example, we can design a group discussion that requires everyone to contribute to or engage in, and then ask everyone in the class to come to the stage sharing their learning outcomes. In this way, we can help students to learn from various perspectives and draw their attentions.

2. Based on the 4th principle, we should considering drawing on joint efforts among colleagues. In order to have a better understanding of students’ learning from different perspectives, we can work together with our colleagues to find out what are the reasons behind it. For example, we can compare students’ learning condition with other students in the same class, or compare the same class of students’ performance in different classes.

3. Based on the 6th principle, we should allow students to take part in the assessment process. If we have students themselves contribute towards their own learning through assessing themselves and their peers, they would regard themselves as an insider when it comes to assessment and learning matters. Maybe we can have students choose the assessment’s modes and methods that they are more comfortable with.Therefore, students can easily become highly motivated.

4. Based on the 7th principle, we should use assessment to uncover students’ learning. Timely check can make the teacher know more about the student's knowledge weakness and know what the students really need. Through the assessment, we can discover what sort of learning have been achieved and what learning is still to be attained, so that we can find out what students really need and design a more targeted teaching plan to grasp students’ attention.

5. Based on the 8th principle, we should make marking criteria accessible for students. It can help students know their own achievements and understand their own deficiencies in order to follow the targeted learning. Only if students know what the goals of the learning program and how they are expected to demonstrate the mastery of those goals clearly, can they devote themselves to work on it and have passions.

6. Based on the 9th principle, we should provide feedback to facilitate students’ learning. We can guide students in their learning and provide appropriate advice. Through providing students with timely and comprehensive feedback, we can help students get the result for promoting students’ learning. In this way, students can develop a more targeted and detailed study plan, so that they will focus more on study.

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Our analysis is based on the situation in scenario 3:

"During the lessons, your students are either very passive in learning or active in doing things unrelated to learning."

Firstly, selecting those assessment methods which are susceptible to learning can be considered. students who feel bored about learning is because they may think learning is useless and may not contribute to their personal growth. For teachers or student-teachers like us, we know that learning in education is definitely an irreplaceable part in a child's growth. Therefore, we need to implement assessment as learning in our class. Assessment does not necessary the use of traditional paper-and-pencil test. We can consider using e-portfolio, project, experiments which can stimulate students' interest. In particular projects can help with the students' ability of co-operation and teamwork. Berry (2008) also mentions it can allow a deeper understanding of students' learning in different perspectives. For example, we as an English
language teacher, we may ask our students to conduct a small survey related to English in their daily life. Not only can teachers know the ability of their students, but also students can improve their range of vocabulary and other aspects of English. Optimistically, they will have a significant improvement in their English academic result.

Moreover, in order to sustain the aforementioned strategy, we may consider adopting other strategy which is assessing students continuously throughout the learning processes. For a project, it may be a short-term assessment, in order to help our students in learning their interest in learning. Assessment has to be continuously progressed. As mentioned, students can be given a series of smaller and appropriately valued assessment tasks in their whole semester. We can increase the difficulty after a period of time and they know that they can have a challenge to defeat after completing one task. Students will not feel bored and feel more interested in learning. We as a encouraging student can provide positive feedback to our students as well as encouragement along the way. Students can know what they can improve and enhance and we can also get to know deeper about our students' ability.

Furthermore, students can also have the part in the assessment process. Students uncertainly want to take part as a role of teacher. Students may want to give feedback to other students and therefore, assessment does not have to be conducted solely by the teachers. As said by Berry (2008), it should not be. For their own project, they can make judgement about their own work and see what improvement they can make. They can also monitor their own progress and give goals to themselves because they are also the one who judges their work. If they can construct a good ability in giving a self-assessment and peer assessment exercises, they can have the potential to provide valuable learning experiences and encourage lifelong learning. Students can also critically think of different issues happened around them and in the world when they grow up. It does not need to be complicated for peer-assessment or self-assessment. For example, a simple checklist is already enough for students to judge themselves and have some improvement as well as they can be a little teacher to give positive feedback to their peers.

Last but not least, we need to analyse and report students; results. After a semester, students will have a good progress if the above strategies have adopted. We have a clearer understanding about our students so that we need to analyse our students' results in order to improve our curriculum and assessment. Teachers may set the marking criteria and curriculum with their own hypothesis and prediction. After a semester, teachers can improve their own teaching style and strategy in order to suit students' learning. Education is student-cantered because we need to consider our student first. Undoubtedly, if students have a good progress or excellent work, his achievement and the effort has to be shown by giving a recognition or prize. Students will know that their works worth and their efforts have paid off. It further enhances our students' learning. Also as mentioned by Berry, it give teachers a better opportunity to communicate with patrons those essential matters regarding their student and his or her learning.