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Scenario 3: High School (Test-Oriented & Passive Learners)

Age: 16–17 (11th Grade)
Proficiency: Intermediate (B1–B2)
Cultural Background: Homogeneous (primarily Chinese Ss)
Class Size: 35 ppl

Classroom Dynamic:

Ss are comfortable with grammar drills and multiple-choice questions but struggle with spontaneous speaking.

Fear of making mistakes prevents them from participating in open discussions.

Ss see English primarily as a subject to "pass," not a tool for communication.

Qs to explore!

1. What would you do to raise learner awareness of the purpose of SA in the given classroom scenarios?

2. Consider the given classroom scenarios, how do you incorporate teacher and peer assessment in students' learning processes to leverage self-assessment?

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Scenario 1: Elementary School (Multilingual Beginner Group)

Age: 8–9 (3rd Grade)
Proficiency: Beginner (A1)
Cultural Background: Multicultural (Ss from Japan, Korea, and Indonesia)
Class Size: 18 ppl

Classroom Dynamic:

Ss have learned basic vocabulary (e.g., numbers, colors, simple greetings) but struggle to form full sentences.

Ss rely heavily on memorization and are hesitant to speak in front of others.

Some Ss are more comfortable volunteering answers, while others remain passive due to cultural differences.

Qs to explore!

1. If you notice an overestimated or underestimated SA result from a student in the given scenarios, what potential feedback would you offer?

2. Can you think of any proper technologies for SA in the given classroom scenarios? How to make it feasible?

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Scenario 4: Adult Learners (Professional & Personal Motivation)

Age: 25–40 (Evening Class)
Proficiency: Upper Intermediate to Advanced (B2–C1)
Cultural Background: Mixed (including working professionals from Taiwan, Japan, China, and Europe)
Class Size: 12 ppl

Classroom Dynamic:

Ss have strong reading and listening skills but struggle with idiomatic expressions and informal conversations.

Some Ss need English for work (e.g., business communication), while others are motivated by personal growth.

Cultural communication styles vary (e.g., direct vs. indirect).

Qs to explore!

1. How would you implement repeated and regular practice of SA in the given classroom scenarios?

2. One of the key elements of using SA as both testing and learning instruments is GOAL SETTING. How can you guide your students to set specific and measurable learning goals in the given classroom scenarios?

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Scenario 2: Immigrants

Age: 0–99
Proficiency: Mixed (A1 to B2)
Cultural Background: Mixed
Class Size: 12 ppl

Classroom Dynamic:

Higher-level Ss are quick to answer and engage, while lower-level ones remain passive.

Some Ss are highly motivated due to survival, work, school, etc.

Cultural differences affect willingness to speak openly.

Qs to explore!

Considering your students' ages and levels in the given classroom scenarios, what kinds of rubrics would you design in terms of format and wording? (e.g., written descriptions or visual aids...)

Select the ideal timing to conduct SA in the given classroom scenarios and explain why.