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The scenario chosen is number 3

Principle 3:

When teaching new concepts, keep the explanation part shorter, and invest more time trying to find activities that let students learn actively with experiments, projects, group works / discussions, or having to show in front of the class the application of a concept in a real life situation

Principle 5:

The teacher could be permanently assessing the students, in a daily basis, so they feel that the time they spend in the class matters. Students could receive assessment on every activity/experiment if they occupy only the time slot of a lesson, or could receive assessment in a form of progress evaluation, when the project takes them longer periods of time.

Principle 6:

Allowing students to engage in assessment process is important for three reasons, namely attention drawing, self-esteem enhancement and self-desciplinary.

For attention drawing, let them monitor their own laerning process and judge their learning outcomes like commenting their classmates’ works can arouse their interests and hence they will pay more attention to the class without doubt, silent students will be more actively participating while the active students remain calm to check their performance tightly.

For self-esteem enhancement, when the students have the ability to judge themselves like marking their own quiz papers, they will be relieved to face assessments policies and have a better understanding on what they are expected to achieve in class. Active students would have their space to express themselves while the passive students will have chance to take part into class exercise.

For self-disciplinary,  with formal guidance and instructions, students are more intentional to behave themselves. Let’s say it’s a raising-up-hand activity, students are required to rank themselves after each sections, they would be more alert to their class behaviour i.e. activeness so as to fulfill their minimum requirement to rank up themselves. As a result, passive students will force themselves to try and active students would focus on the questions and the solutions rather than just being too active.

Principle 9:

Providing feedback to students is not just only a duty but also should be a treasurable to chance to facilitate the students’ learning process. No matter what kind of feedbacks are given, like remarks or comments, extra face-to-face talks should be carried out for better understanding of  students’ thinking. They may have concerns or confusions on certain topics which couldn’t be shown on exam papers or raising-hand sections, such that face-to-face chats are important moments to understand more and let them ask more for their inquries. Teachers can also encourage them by soft warm wordings to boost up their performance. For example, active students could be instructed softly by one-to-one coaching, and manipulate their behaviour by sincere pursueing. On the other hand, passive students would be more reliefed with teachers’ warm sentences in heart, while this is actually very helpful for controlling the class’s behaviour.

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Scenario 2

The parent was not satisfied with her daughter's academic result. The parent requested for solution to improve her result. She wanted to know why and how the teachers could help her daughter score higher next time.

Principle 1: Aligning assessment to teaching and learning
Giving out assessment that aligned to the teaching schedule can help student to improve her result. Teacher can fine-tune the teaching schedule by studying the result of the assessments so student can gain more understanding of the topic. At the same time, the assessment can act as an incentive for student to study.

Principle 2: Exploring the use of multidimensional assessment methods
There are two special benefits arising from the use of multidimensional assessment methods in the improvement of quality learning. First, it conveys to the student the important message that learning is complex, and that important learning outcomes can take many different forms and can require many different skills to demonstrate. Multidimensional assessment methods also help to ensure that the learning of students with less traditional or commonplace talents and ways of learning is properly acknowledged and credited. For example, using internet to conduct the assessment can help student to increase their interest in learning. Exploring different types of assessment can help students to improve their learning.

Principle 5: Assessing students continuously throughout the learning processes
In order to help the students score higher, the teacher can apply principal 5. Assessing students can help the teacher understand the learning process to offer them a proper assistance and effectively improve their learning performance. Students can also clearly know what they are good at and what they are not. This principle guides students learn and improve themselves strategically by progressive assessments.

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

Principle3: As mentioned in the description, the students are not concentrated on the lesson. Therefore, selecting assessment methods which are susceptible to learning would be a way out. Instead of simply taking examination at once, teacher could conduct some assessment that engage students to the lessons, like: observations and projects, maybe conducting in groupworks. Through collaborations, they could communicate with each other and be inspired by others. Also, these form of assessment force them to pay much attention and effort on lessons.

Principle 5: If the students are not paying efforts or attention to the lesson, teachers might apply principle 5. Through making continuous assessment, students' daily performance and attitude would be assessed through observation, judgement, encouragement, guidance, and corrections. Such process could encourage students' participation through making the daily performance as part of the assessment, as students care their result on assessments a lot.

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Group 4  Ada, Adam, Crystal, Janice, Ivy, Sophie and Winnie 

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Group 4  Ada, Adam, Crystal, Janice, Ivy, Sophie and Winnie 

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Scenario 1

The main problem of the scenario 1 is that the student attempted to improve his academic performance, yet he found it difficult to do so. The hidden problem could be that he did not fully understand and grasp the knowledge in class, and thus he performed poorly in his homework.

There are some ways that the teacher could help. Firstly, according to principle 5, the continuous assessment can improve students’ learning as well as it can measure the how much students understand during the learning process. They can definitely be used to identify the potential problems, monitor satisfactory progress toward significant learner goals, in order to provide facilitative feedbacks and encouragement. Once teachers find the small assessments, such as little quiz, worksheets and class activities etc. are difficult to students, they can quickly sense perhaps they have difficulties in learning the particular topic or they have misunderstandings. Therefore, this is a first step to find out the problems before they get to do the homework.

Secondly, the teacher can provide feedback on the students’ work. According to principle 9, it is very important and helpful if the teacher gives feedback and encouragement to students especially when they made mistakes. This can absolutely facilitate students’ learning. Students can learn from their mistakes and be aware which part they do not comprehend. In this case, the student could certainly clarify the concepts when the teacher gives him feedback. It is believed that he will be improved in the performance of doing homework.

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Group 5: Christie, Rosetta, Joyce, Bobo, Janice, Natalie

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Group 5: Christie, Rosetta, Joyce, Bobo, Janice, Natalie

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In Scenario 4, students are getting used to the only assessment method, that is test. Thus, they study in order to get good performance in the tests and lose interest to learn the things other than how to perform well in the tests. However, learning is not only about test, it is much more than that and students should keep their interest on learning different things. In the following, we would like to use some principles to help improve the situation.

According to principle 2, instead of only using one method to assess students' learning, educators should use multidimensional assessment methods so as to keep students' interest on learning. It is mentioned that if the tasks are related to real life, students will have more interest. Therefore, as a teacher of the school, we would provide some real-life problems related to the subject and ask students to do some investigation to solve the problem. They will be asked to design a portfolio with groupmates and present their solution in the class. In this way, they will be participating in solving real life problem that is authentic, and their communication skills can be enhanced through cooperating with classmates and presenting to the class. At the same time, students' ability on things other than test, such as presentation skills, leadership and problem-solving skills, can be observed.

Besides, principle 6 can also be applied to this scenario. Instead of finishing tests which are all prepared by teachers, it will be good if students can have contributions in their own assessments. They may lose interest on learning as their performances are always judged by the scores given by authority (teachers). Contributing on the assessments can encourage self-learning and learning from others. If they can have the opportunity to evaluate their own work, for example, essays and projects, they can reflect on their own performances and experiences, so that they can keep the stronger part and improve the weaker part. Peer assessments can also be taken. By giving feedbacks to other classmates’ work can help them to enhance their critical thinking and to learn from one another.

Moreover, we would like to apply principle 7 to think of a solution. As students in the scenario believe that once they get good result in the test, they learn well in the subject. However, according to the principle, only depending on one assessment method is discouraged. When assessing students' learning progress, teacher should judge based on a variety of methods instead of a single one, so as to reveal students' achievement as well as their improvement to-be-done. Teachers should provide other assessment methods such as group projects, online tasks and classwork, to progressively assess student performance on the subject and to provide them feedback on which area they have done well or need to work harder on. Students will figure out that learning is complex instead of only completing the tests.

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We chose the Scenario 3. So below is the case descriptions,
During the lessons, your students are either very passive  in  learning or active in doing things unrelated to learning.
Principle 4: Considering drawing on joint efforts among colleagues

Teachers from different subjects can collaborate to improve students learning situation. For an instance, they can have a meeting once a week to discuss the progress of students learning situations, meanwhile they can provide suggestions in terms of how to motivate these relatively passive students for their colleagues. Teachers from the same subject can work collaboratively, they may discover the topics that interest most of students, and design assessment that is suitable for them.

Principle 6: allowing students to take part in the  assessment process

Teacher can help students to self-assessment and peer-assessment, for example providing self-evaluation after lesson for students to check their understanding of key knowledge, providing opportunities for students to give feedbacks for others’ work based on criteria, etc. Therefore, they can be involved in making judgements about their own work, monitoring their own progress, learning to set goals for themselves and presenting themselves and their work to others. Through students’ self-assessment and peer-assessment to motivate their learning interest, students will be more active in learning.

Principle 9: Providing feedback to facilitate students’ learning

Providing feedbacks to students  timely is an essential work for teachers and also a relatively informal assessment method to know students work and understanding levels through their daily performance. The feedback can be given not only simply towards the students’ work, but also their study attitude. In the given scenarios, students show little interest and passionate in devoting in class participation and classroom works, which requires the feedback on their behaviour from teacher. In the same way, when the students show some decrease in their grade or decline in other academic achievements, teachers should pay more attention to discover their shortage and give feedback aiming at solving these problems.

Principle 2: Exploring the use of multidimensional assessment methods

In order to raise students’ interests in learning, teachers could adopt various forms of assessments. Different assessments could lead to different learning outforms. Teachers could design specific assessments in order to achieve the learning outcomes. Assessments could be drama, discussion tasks, role-play, watching a movie and answering related questions, etc.  Teachers should design more authentic and engaging tasks in order to attract the interests of students in learning instead of assessing students in the traditional fixed methods.

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Group 3 Wu Xinlin  Fan Qinxin  Zhang Zimeng  Shi Qianru

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Group 3 Wu Xinlin  Fan Qinxin  Zhang Zimeng  Shi Qianru

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Scenario 3: In this case, motivating students to engage in the studying process is the key point. Therefore, the principle of "exploring the use of multidimensional assessment methods" can be applied to the classroom, which indicates that the teacher is supposed to provide various tasks like drama playing, e-journal or other authentic ways to achieve the goals of both enhancing students' interest and assessing them. Besides, allowing students to take part in the assessment process can also be considered as an efficient method to urge them. For instance, discussing together about the assessment form or criteria may result in a more positive consequence for them to involve learning. Finally, most students are looking forward to receive a specific report about them. That is, analyzing and reporting students' results can be quite significant to encourage children in the aspect of improving themselves including the classroom behavior since the report can praise their strengthens as well as point out the weaknesses in a mild way.