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.

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.

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.

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.

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.

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.

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.