The aim of the class is to teach K3 about MTR signs. The teacher use the proper teaching strategies that is easy for the children to  understand which makes the contents of the assessment connect to the group performance and the familiar cartoon characters. Moreover, when the students are doing performance, teachers facilitates the students in need.

At nearly the end of the lesson, teachers give feedback to the students according to the performance that students do in the group activities in role play, so that the students can know about the performance of the activities. However, the way that teachers give feedback can be modified. Because in the lesson plan, the comments from the teachers are difficult for K3 students to understand in some way. The feedback can be more detailed and concrete so that students can use assessment feedback to enhance their learning. 

Q2: 
Kimmy can effectively assess children’s knowledge about the MTR signs. Students assigned to different roles, like passengers and MTR staff, are assessed based on their reactions to the signs. If children who play as passengers can make appropriate actions according to the signs, or can recognize that they should abide by the rules and correct themselves after being reminded, that means they have consolidated the knowledge on the signs. If children who play the role of MTR staff can remind passengers of inappropriate practices and inform them of what to do, or give praise and approval to those who follow the rules, that means they have the awareness of how the signs and their associated meanings can be conformed to by passengers. On a whole, the teacher evaluation form is a very good example of a rubric to assess students’ understanding on the related topics through observation of their performance in little dramas. 

Q3: 
Peer-assessment is encouraged in that students not performing are asked to pay attention to the ones up on stage, and the audience are given a task to do, that is to raise the smiling faces.  This can effectively involve students in the assessment process, particularly, the assessment is not in the form of marks or grading; instead, informal assessment is adopted to allow students to learn to appreciate others’ performance while at the same time, they are trained to make judgment as reflected in the proper raising of the smiling faces. All students, be it shy or talkative, are required to participate in the discussion process. Through this process, they can develop the skills to evaluate the appropriateness or practicality of the ideas raised by groupmates. At the same time, they are likely to learn how to self-assess, with the input or opinions given by groupmates. Teachers acting as facilitators can aid the progress of the discussion. 

For example, 

(1)    Kimmy observes children’s performance and aside, and encourage they 

freely performing with skill. Then the teacher can find and guide the students more easily in the later learning and give more useful help. Sometimes encouragement is the best supporting for children.

（2）Kimmy also raises dialogue aiming at some children’s need to guide. She not only fulfills teacher’s responsibility, but also cultivates children’s ability to think independently at the same time.

 

Q2. Kimmy might not assess children’s knowledge about the MTR signs and their performance regarding how they respond to the MTR signs effectively. In our opinion, the evaluation form sheet is not specific enough to reflect the performance of every child. It would be better if teachers can rate on each standard instead of writing yes or no.

 

Q3. Children are involved in the assessment process through correcting and helping each other. In the group performance task, little performers have to react on each other’s performance and cooperate, thus they do the assessing job and improve themselves at the same time. And when they give the group they like smiling faces, they are assessing other performers and learning from them.