Question 1 (Assessment for Learning): Students are required to conduct a small drama play after learning the signs of the MTR. However, the teacher cannot scaffold (provide suitable assistance to children) students comprehensively in the group activity. On one hand, teachers are to equipped students with necessary skills (knowledge of understanding the signs) before carrying out the drama play. After carrying out a short drama play performed by the teachers, followed by the instructional period, students should have a full understanding towards the signs used by the MTR company. Students are then conducted group activity to consolidate their knowledge of MTR signs. In this way, students can have an authentic experience of using signs to communicate and get a full picture of the meanings of the signs. On the other hand, however, feedbacks may not be enough for students. It is suggested that teachers should give a detailed comment towards not only students performance but also the meaning conveyed in the play. The teacher can also kindly remind students of meaning of the play. In this way, students can not only obtain peer opinions for improvement but also teacher’s feedbacks for knowledge consolidation.

Question 2 (Assessment of Learning): From the teaching plan, Kimmy can assess students’ knowledge about the MTR. For instance, students at the end of the lesson are required to conduct a drama play correctly performed the meaning brought by the MTR signs. Since each sign has specific meaning and they have been taught comprehensively in the lesson in the beginning, students are required to complete the task with some unconsolidated but learnt knowledge. By referring to the play, students are performing with great freedom. The students can use various way to perform with the situation given and match the meanings of the sign in the context. However, not every student can have a chance to perform in the play. Some students may not have a full picture in understanding the meanings of the sign. Therefore, we suggest that teachers can use other learning activities to check students’ understanding towards teaching content. For instance, using Kahoot! (An online learning application, which enables students’ participation with immediate response) to enable every student’s participation. This can ensure all students can have a full picture of what has been taught and teachers may understand the weaknesses of students in the lesson by the immediate responses provided by the students.

Question 3 (Assessment as Learning): Students are given chance to participate in a drama play at the end of the lesson to check their understanding towards the MTR signs (the teaching content of the lesson). Students need to chat with each other and coordinate with characters, what they are going to present and who will be the persons-in-charge of the performance. This involve all students’ participation in the play and in the communication process, students can have a deeper understanding towards the teaching content and gain improvements. As for the very simplest way of peer evaluation can enhance students’ thinking processes. These performances are stimulus for students to ponder over what they have learnt in the lesson, and also rethink the accuracy of messages conveyed in the play. Apart from the formal curriculum, in the informal curriculum perspectives, students can learn to think critically and appreciate others’ efforts in planning the drama, and construct positive feedbacks for them to improve in the future. This can establish a good learning attitude.

 

Q2: First of all, teachers provide sufficient input to help students, for example, teachers guide the students and explain in the whole class discuss stage. Secondly, in the teacher evaluation form, general evaluation is included to evaluate students’ achievement. On the contrary, there are ineffective strategies. Even though there is group discussion, teachers cannot make sure that each student can fully participate in the class. As a result, teachers fail to assess students in an efficient manner. In the teaching evaluation form, more description should be included to tell the performance of students, instead of only ‘yes’ or ‘no’. 

 

Q3: Different from traditional assessment, such as quiz and exam, performance on the stage can develop the confidence of students and deepen student understanding. BY conduction peer evaluation, learners can learn from their peers and improve their own words. On the other hand, by collecting and evaluating students’ work, teachers can modify and reflect on their own pedagogical approaches and teaching processes.

Q2: We think Kimmy could not effectively assess children knowledge about the MTR signs and their performance regarding how they respond to the MTR signs. When the children are performing, they are allowed to choose their favourite one from the 5 signs. After the performance, teacher can only assess children's knowledge on the MTR sign that they like, but not all the signs introduced in the lesson. Also, during the performance, it is mentioned that the child performing as the MTR staff can stop the "passenger" child if he/she fails to comply with the sign, but he/she is not required to explain the reason why people need to comply with the sign. Therefore, children's understanding on the sign could not be assessed thoroughly.

Q3: The children are involved in assessment process in the role play the peer assessment by giving out smiley face. Through role playing and watching peers’ role play, the children can not only learn about the sign, but also train and enhance their critical thinking while judging others. Also, according to the reading, the teachers are going to give out feedback after the activities. The children are also involved in assessment process in this part.

Yes. For instance, with the food example, the children start without any knowledge of the meaning of the no-food sign. With the performance, they get a general idea. This explains the fact that the performance is “building” the first floor of the knowledge of the meaning of that sign. Then, during the discussion, she actively gives feedback and asks questions to check students’ understandings towards the signs. The feedback also assists children in building the next floor of the knowledge of the meaning of the sign (not only the mere meaning of the sign, but also, it's context and consequences). The instructions given by Kimmy are also very clear and closely related to the signs. Take looking to the pictures as an example; Kimmy notices students about the wrong behaviour in MTR which help them to understand the sign better.  

 

Activity 1 question 2

The play perhaps is a good mean to teach but not an effective way to assess student’s knowledge. Teacher was guiding the whole play which means students do not actually being assessed but only learning the correct behaviours or the signs in the MTR. Besides, the activities are group-based which means individual’ knowledge or ability is hard to be assessed. This is not a proper way to conduct an assessment. Besides, some items in the evaluation form do not directly relate to the sign meaning's comprehension (1, 2, 3 and 6). In my opinion, point 7 is just wrong. Making children declare to obey all kind of rules in their daily lives is not educating them. The aim from educators should be to let children know rules and try to make them understand why they should follow them, and the consequences of not doing so.

 

Activity 1 question 3

With this activity, children are really involved into the learning activity, with the discussions about the meaning of the signs, the performances or the peer evaluation. Students are involved in the assessment process whole time indeed. They are involved in non-formal assessment. Play itself is an assessment. It requires students the knowledge of the signs and being able to perform them. This assessment does not test their knowledge only but also the other attributes, like self-esteem, confidence. Besides, the children who are watching and assessing through the smiley faces are actually performing peer assessment. Both students are learning, assessing and being assessed at the same time, either through acting and viewing.