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School-based assessment plan for Scenario 5

"You teach English as a second or foreign language in a primary school. Your students are not proficient writers. You want your students to develop their writing skills."

Why this plan:
1. To help P6 students in constructing a 150-word essay.

2. To enhance students' range of vocabulary and to enhance students' coherence in their writing

3. To build up students' basic logical thinking and help exploring their imagination in writing

4. To improve students' writing skill by teamwork and indidvidual work

For Primary 6 students, they are about to enter secondary school and they may need to face TSA exam as well. In order to equip my students' ability in facing the two challenges, I have to help my students to improve their writing skills.

What to assess:
- Coverage of content: a term
- subject-based
- dimensions including knowledge, reasoning skills, social skills

As writing is an important part in learning English, therefore it covers a term (around 2 months) in focusing only one writing genre - topic writing. Students will firstly be asked to answer some questions from teachers. For example, "how to keep healthy?" Students are expected to give answers verbally in order to stimulate their interest and know that their learning is related to daily life.

After several weeks, students will be able to adopt social and reasoning skills in their writing.

When to assess:
- within class time
-end of teaching

Students will also be asked to have some in-class writing in order to receive promopt feedback from teacher and peers. Students will also need to be assessed at the end of teaching in order to witness their learning progress.

How to assess:
- student's collaborative activities
- in-class individual writing
- peer-assessment
- end-of-term assessment

Students will firstly be asked to form in groups. They need to cooperate in writing some pieces of writings. The group work will be assessed with marking criteria of logic, grammar, fluency and cooperation.
After group work, students will be asked to write an individual piece which their ability can be tested individually. Students will be asked to exchange their pieces with their peers. They can know more and learn from their peers' work. At last, students are expected to write a 150-word essay based on a random topic given.

Who to assess:
- teachers
-students

Teachers are the main component in the assessment process. Teachers will give positive feedback and encouragement to students in both their teamwork and individual work. Students are also expected to take part in the assessment process in peer-assessment. They need to give positive comment and feedback as well as improvement for their peers. They will be asked to give a grade (Excellent/good/nice/ok/need improvement) for their peer. Their assessments are also counted.

How to improve student learning:
- giving quality feedback
- exhibit good works from some students
- improving teaching and assessment plan

Students can receive feedback in two-ways: both teachers and students. They can share ideas among students so that they will not only limit to their own knowledge. Teaches will also be a facilitator in the peer-assessment process. Also, teachers can give positive feedback to students of composing a good writing.

Some students who may do a good work will be awarded or their writing can be exhibited for other students to read. It can help students to improve from other's strength. Teachers can adjust from students point of view by asking students' opinion. Teachers should adjust their teaching plan and assessment plan if students think the level of learning is too easy or difficult.

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Assessment plan for Scenario 5

Why this plan:
1. To guide students think imaginatively, creatively, and critically about information and ideas.
2. To raise their awareness of identifying and explaining the connections between texts and  pictures.
3. To develop their skills of collaboration, planning, self-evaluation.

What to assess:
Topic: Observe the pictures and describe what has happened in the pictures. After that, use the checklist to improve their work.

Knowledge & skills: teacher has used common language to help students identify what good writing looks like ranging from ideas, relevant vocabulary of the picture content, organization patterns, voice choice, punctuation and sentence fluency. therefore, after teacher's guidance, students can use well-organized and logical sentences to describe the pictures creatively.

When to assess:
Within class time: teacher can frequently ask related questions in order to check their acquisition of the knowledge mentioned above.
Outside class time: teacher can assign new writing tasks for students to practice.
During teaching: teacher can also offer a sample paper and guide students to evaluate it.
the end of teaching: teacher can provide students with a checklist (includes elements in writing such as sentence fluency, logical organization, correct spelling etc.) which can help them evaluate their own assignments.
Challenge: students may not have sufficient vocabulary during writing.

How to assess:
Assessment method: the usage of a checklist. the comment the teacher gives for students' individual class writing.
Sequence of assessment:
first, provide a sample picture writing for students and guide them to appreciate it in the form of questions. then, assign students with class writing task. after that, equip them with the ability to use a checklist for self-evaluation in order to promote their draft before handing in.
Assessment criteria:
1) language level: word, word group, sentence, paragraphed story, fluency
2) message quality: whether he has a concept of signs (use letters, punctuation..);
whether he has a concept that a message is conveyed; whether can attempt to record own ideas.
Who to assess:
students who practice picture writing; teacher who create these guiding activities.

How to improve students learning:
Interpreting results: teacher writes down comments privately to students' assignment with the stress on encouraging and improving their devotion.
Giving quality feedbacks: collect the common problems and mistakes that students encountered during writing and share with students next class.
Adjusting teaching plan:
when teacher finds some students have hard time to concentrate during class, teacher can arrange some activities to motivate them such as cross word and group sharing. when students find difficulties handling their writing task, teacher can raise some inspiration questions to help them gain more ideas.

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Learning intentions (Objectives):

Improve students’ ability in identifying spoken English and the use of everyday English words. Prepare students for future English proficiency tests and educational exams.

Assessment (Content)

The students will be assessed on their ability in the field of English listening. The students will have to practice the use of English based on a cross subject basis.

Assessment (Time):

This assessment would be divided into three parts, preferably into a three section lesson time span. A pretest on the intended practice focus would be conducted during the first lesson (details in the following section of the plan). The second lesson would require the students to perform the tasked demonstrated in the last lesson and they would be given a performance feedback. The last lesson would be either a higher level of task assessment based on their performance, or a lower level practice if the previous results were not satisfying.

Assessment (Method):

All assessment tasks would be simply conducted in the students listening to either a recording of a piece of paragraph or a song. They are asked to write down what they have heard and their answers would be examined on their accuracy and speed. There will be three levels of assessment, the first level would be filling in the blanks of the piece of text based on what they have heard. The higher level would be writing down whole sentences that were left blank. The last and also the highest level will be the students writing down the whole text other own without hints and support.

Assessment (Subject):

Based on the needs of the subject ranging from adults to children, teachers in training or students at school, this assessment task is suitable for people of all ages to improve their listening abilities and writing speed. The purpose of this is to help the subjects practice skills that would be needed in either pursuing higher education or joining the work force where efficiency and accuracy is very much emphasized.

Improvement:

The choice of text varies from easy pieces to articles that requires professional knowledge background to understand. The problem is that the prior knowledge of the subjects remains unknown until the first assessment is completed. Therefore, there may be a misjudgment during this process that the ability and standards of the subjects are actually unequal. Another disadvantage that would need improvement would be the speed of feedback. Since the subjects have submitted a piece of work, marking and correcting them might consume a large amount of time that the subjects could not receive immediate response in order to discover their weak points. This would cause a slow reaction in identifying their disadvantages and improving them to achieve a higher result.

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Your School-based Assessment Plan for Scenario 5

- Why this Plan:
1) To learn how to write a short essay/ journal entry using English fluently and accurately
2) Key writing skills such as organization skills and vocabulary skills

- What to access:
1) cross- curriculum: write a journal with the topic of picnic day. Write down what they had and saw during the picnic day (or shall we teach with some genre skills? Like set to a diary or a school newsletter?) This can be done individually or group communication skills

- When to assess:
1) inform and teach the materials before the picnic day, ask them to prepare for the writing
2) provide them with a framework using the genre-based approach. Provide them with model writings to give them an idea and what we expect from them. Provide them with some synonyms to enrich their vocabulary bank, request them to have an outline review for their performance before complete the final writing (make sure they are on the right track)
3) as they are ESL learners, we can also recommend some English dictionaries to them, to facilitate their self-learning.

- How to assess:
1) writing assignment/ competition (motivate the students with a little present/ award, e.g. creativity, vocabulary…)

- Who to assess:
Teacher, students

- How to improve student learning:
1) using marks and written comments: can have some categories of marking, e.g. content, organization, vocabulary and grammar
2) giving quality feedback. discuss grammar mistakes that appear frequently in their writing verbally in class (allows for further clarification should students have any questions)
3) can write a journal together in class under the teacher’s guidance. Encourages participation and consolidates their understanding

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Scenario 5

"You teach English as a second or foreign language in a primary school. Your students are not proficient writers. You want your students to develop their writing skills."

Why this plan:
To help students identity the purpose/reason for writing (e.g. writing to argue or persuade )

To help students develop the content clearly and convincingly

To help students organize their ideas in a logical and coherent manner

To increase students’ awareness of the accurate use of grammar, vocabulary, spelling and punctuation

What to assess:
Coverage of content: a topic

Subject-based

Dimensions including: knowledge, reasoning skills and communication skills

Students will be taught how to identify several types of writings such as descriptive and argumentative by providing them with examples. During the class, students can discuss its writing features with their peers.

When to assess:
-During the Class Time : Teacher can try to check students’ understanding by asking questions or guiding students to brainstorm the idea for writing.

-Other Free Time(Recess/After school): Some student may feel shy and refuse to ask teacher during the class time, therefore, teachers can provide some helps for the students during recess or after recess.

How to assess  :
Individual writing on a certain topic

Who to assess :
Peer -
Teacher -

How to improve student learning:
Peer learning during the discussion time:
As mentioned, students will discuss the writing features based on the genre, (e.g. the format of the genre), they may also share their own writing method with each other. For example, they may learn that planning the writing by using mind map is useful. Some may find that brainstorming together with classmates also help them to develop more idea on an issue.

Feedback and comments from teacher:
After marking students individual writing, teacher should write down some qualitative comments for students to improve. For example, which aspect should be improved and which aspect was done well. These comments allow students to understand their strength and weakness. As teacher could not talk to each students in lesson time and developing writing skills and writing styles are personal, this method could greatly improve students writing as they could refer to the comments and work on them.

Class sharing after marking:
Simply writing and marking is not enough for students, they might need more guidance and demonstration. Therefore teachers could choose some good sentences or even paragraphs from students work and share them on another writing class. Students could thus learn more sentence patterns, vocabulary or even the organisation of a good pieces of writing from their peers.

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Assessment plan for scenario 5:

Objectives:

To help develop students' critical thinking, cognitive thinking and the ability to relate the connections between pictures and texts.

To help students analysize different text types and requirements of different texts.

To help students build up a vocabularies list and strengthen their skills to compose an essay as most HK students are weak at writing.

To prepare students for the future examinations and tests.

How:

Subject-based learning:

Introduce different text types during lessons and assist students to identify different types of compositions.

During lessons, teacher may firstly introduce most genres of writing and then train them each genre on a weekly basis.

Peers assessments

Other students can also praise others' work by giving out thumbs-up stickers provided by teachers as an encouragement of participation.

Individual writing:

After all the teamwork, students should be able to finish one 150-word essay by themselves.

When:

During lessons and after lessons

Teacher should encourage students to ask questions if they are not clear about the topics/ contents of the lessons.

Assessment from whom:

Students and teachers

Students can assess each other's work and give positive feedbacks by giving the stickers.

Teachers should give positive feedbacks and comments to students and sometimes some corrections to students in order to perfect the essay.

How to improve:

Give feedbacks from students and teachers.

Exhibitions of excellence work.

Apply changes to teaching plan when necessary.

Display of teacher's work

The feedbacks from students and teachers are sure to improve individual work as students can understand their weakness and how to improve it.

The exhibitions of other's work help students understand other's ability and standards so that students can learn from each other and put more effort into writing in order to raise for displaying.

Teachers can learn from the mistakes happened during lessons and make small changes to the teaching plan.

Teacher he/herself can write a sample essay to students so that they can follow what the teachers requiring.

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Scenario 5
Why this plan:
Learning to write a well- structured, grammatical correct and comprehensible essay is one of the learning intentions. Another intention is for students to be able to brainstorm ideas and to apply the skills of writing to organize their essay. The objective of the assessment plan is to analyze where students are struggling so that further assistance can be provided to students in these areas. The assessment will also provide students a chance to practice their writing to prepare for examinations.
What to assess:
Topic: A certain topic will be given to students (e.g. What can offices in Hong Kong do to become more environmentally- friendly?). Students will then be asked to first discuss within their group and brainstorm ideas. Afterwards, they will need to use those ideas and organize them into properly structured and organized paragraphs. During the group discussion, students will get to practice their communication and collaborative skills. Also, their motivation and attitudes can be assessed during this process such as if they are paying attention their classmates and respecting their ideas.
How to assess:
Students will need to do mini group discussions in front of the teacher during lesson time based on which their communication skills, collaborative skills
and participation skills can be assessed by the teacher.
Students will then be asked to do a group project with their teammates. This will allow them to apply the knowledge and ideas they’ve come up with to real world applications. The group project will then be presented in front of the class during lesson time. During the presentation, teachers will assess whether students are going on the right track and know how to use the concepts they have learnt in class practically. Teacher will also ask group members questions during interview to see how confident they are with their understanding of concepts and correct them if they have an unclear idea of the concept.
Finally, students will be asked to do an essay writing on the topic "What can Hong Kong offices do to become more environmentally friendly?)
This will allow them to review and practice what has been covered in class  and teaches the students to work independently. The teacher will mark the essay and see whether every student understand the concepts very well and also give constructive feedback on the writing. Then the teacher may need to meet students who have misconceptions bout the concepts learnt.
Sequence of activities: Group discussion, group project, essay writing.
End of unit test: It will be done at the end of the syllabus. It will be a paper pencil test and will help students consolidate all the knowledge learnt. They will be tested on their creativity of ideas.Grade will be given to students.
Who to assess: students will be assessed.
Why this plan:
To ensure students have a clear understanding of what they have learnt in class. Along with the content of class, students should develop various skills such as communication skills, working with peers , applying knowledge learnt in classroom and outside the classroom.
The assessment plan will help the teacher assess all the above mentioned skills and also  to ensure that students' learning process is effective.
When to asses: during class and at the end of the syllabus.
Frequency: Assess after the completion of each activity ( brainstorming ideas, group project, and essay writing )
How to improve student learning: The teacher will give feedback on their work, meet the students individually if needed . The teacher can also verbally ask for students’ suggestions on improving his/her teaching during class.