Assigment Assessment 2015

8/19/2019 Assigment Assessment 2015

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Task 2 (30 % Individual)

Justification

For task 2 we are require to design a test in a lesson plan that can e used to assess the

language skill or content area! The lesson plan is focus on gra""ar to teach the students

irregular ver! I a" teaching #ear four and their level of proficienc# is "i$ed ailit#! n the

previous lesson& I taught the" this topic and done so"e activities to strengthen the#

understanding on irregular ver! Therefore for the lesson plan that I pick and design is to assess

the students' level of understanding on irregular vers!

The phase when the assess"ent ad"inistered is at end of the topic that the# learnt that

is irregular ver! The t#pe of this test is achieve"ent test which test what has een taught

throughout the two gra""ar lessons! ith the purpose to evaluate effectiveness of teaching

and teaching "aterial and "ethod that I have done during the first lesson!

I elieve that the assess"ents in "# lesson plan are valid! The tests look like a good

one to "# students as the# can relate the assess"ents with the lesson that the# learned

previousl#! esides that& the content of the assess"ents are accuratel# reflects the content

standard and learning standard it is ased on! For e$a"ple "# students ale to use irregular

ver word class correctl# and appropriatel# # the end of * #ear of pri"ar# schooling!

+efer to the lesson ehavioral o,ectives& the students' assess"ent result are etter

than the ehavioral o,ectives set # the teacher! That "ean& the teacher need to set the

assess"ents level of difficult# higher than efore and tr# not to underesti"ate the students

ailit#! In activit# -& show the assess"ent is concurrent! The teacher repeated the e$ercise in

the te$t ook ut this ti"e& the students need to answer the questions reversel#! To see if it

gives si"ilar result to alread# validated tests done # the teacher in the previous lesson and the

result is si"ilar!

ne of the characteristic of a good test is reliailit#! +eliailit# is concerned with the

precision with which the test "easures what the teacher wants to know! The assess"ents are

reliale ecause it produces the sa"e result on the #ear . students whenever the test is

ad"inistered and whoever ad"inister it and scores it! For e$a"ple& there is onl# one person

"arking the students works& therefore there is onl# one perfor"ance ands set # the teacher


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to "ark the assess"ents! The factor such as fatigue during "arking doesn't e$ist ecause the

nu"er of students is / students onl#! To "ake it si"ple& there is no interrater variailit# and

intrarater variailit# happen during the "arking process!

1racticalit# of the assess"ent is also i"portant efore conducting it! s I design the

assess"ent& take into account the student's level of proficienc#& ti"e& nu"er of students& and

cost! I design the questions ased on the students' level of proficienc# and what the# had learnt

efore! This wa#& the questions are not too hard and too eas# for the" to answers! The lesson

take one hour to e conduct& therefore I "ake sure the assess"ents part in the lesson plan will

not ti"e consu"ing! There are onl# few students in the class& so that teacher easil# gives the

instructions to the students and the# do correction together sa"e like in a tuition class!

verall the lesson went well and the assess"ent o,ective achieved at the end of the

lesson!


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KSSR YEAR 4 DAILY LESSON PLAN

ate4a# . ugust 20-/ Tuesda#

Ti"e45our 6!20 a" -0!20p" - hour

7lass 8ear .9o! of pupils . o# : - 4 ;irls :3

1roficienc# level


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@esson su""ar#

The focus skill of the lesson is gra""ar to teach irregular ver! For the set induction teacher

gives a test for the students& to assess the students understanding on the irregular ver tale!

In the first activit#& students need to read the sentences in the e$ercise and change the irregular

vers into their ase words! ctivit# 2& teacher teach irregular vers to the students using the -0

words ("ake& see& co"e& teach& take& sa#& sell& pa#& speak& throw) as e$a"ples! Then& activit# 3

and . is for assess"ent& the first e$ercise is choosing the correct answers which the answers

are in si"ple past for" and the second assess"ent is te$t co"pletion where students need to

change the vers to past tense oth of the activities related to irregular ver!

Stage/Time/

Content

Teaching and learning activitie Rationale

=et Induction

(-0 "inutes)

6!30

-! Teacher greets and asks the date&

su,ect and da# to the pupils!

2!


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ctivit# 2

Teaching

irregular ver

(-/ "inutes)

6!//

ctivit# 2

-! Teacher teaches the irregular ver #

co"paring it with the regular ver rules!

For e$a"ple& "ake is an irregular ver

ecause the past for" of "ake is "ade& and

not E"akedE!

=a# is an irregular ver too! That is ecause

the past for" of sa# is said& and not sa#edE!

2! Then& students tr# to change the rest of the

words!

llowing pupils to do the

activit# using their own ailit#!

"otivating pupils to

participate activel# with the

lesson!

ctivit# 3

ssess"ent

( 20 "inutes)

-0!-/

Teacher gives the work sheet to the

students and e$plains on how to do the

e$ercise! nswers provided for question

nu"er - and the first lank space!

ctivit# - ( -0 "in)

-! =tudents choose the correct answer

to co"plete the sentence!

ctivit# 2 (-0 "in)

-! =tudent change the vers in the

rackets to past tense!

7losure

(/ "inutes)

-0!20

-! Teacher ends the lesson # asking the

students to state the -0 irregular vers

in activit# 2!

+ecall ack on what the#

had learned!

Teaching Aids


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9a"e:


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7lass:

ate:

ssess"ent for Irregular ver

Chooe and !nderline the correct an"er# $!etion n!m%er & alread' %een

an"ered#

-! The prince (took& takes) over the throne after the king died!

2! The elves (leave& left) after the# finished "aking five pairs of shoes!

3! The king (tells& told) his people to work hard and live a etter life this "orning!

.! The knight (rides& rode) on his horse to save the princess fro" the evil queen lastnight!

/! The eautiful princess ("et& "eet) her handso"e prince and the# lived happil# ever

after!

Read the (aage %elo"# Change the ver% in the %rac)et to (at tene# The *irt

%lan) alread' %een *illed#

+ose"ar# read (read) a ook last night! It GGGGGGGG(is) aout the elves and the

shoe"aker! The shoe"aker GGGGGGGGG(eco"e) ver# ill and could not afford to "ake

shoes! ne night& two elves GGGGGGGGG(co"e) to "ake shoes! The# GGGGGGGGG(cut)

and sewed "an# pairs of eautiful shoes for the shoe"aker! The# GGGGGGGGG(put)

the" on the shoe rack for the shoe"aker see!

The ne$t "orning& the shoe"aker GGGGGGGGGG(is) surprised to see the shoes!

5e GGGGGGGG(sell) the shoes and had "one# to ut the food! 5e GGGGGGGGG("ake)

eautiful clothes for the elves to repa# the" for their kindness!

Task - (30% Individual)


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+eport riting

In task-& we are required to oserve an Anglish lesson and pa# special attention to the

test t#pe e"plo#ed # the teacher to assess an# language skill in the lesson! I oserve rendon


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calculation! If we look at the worksheet it has s#ste" "arking one correct answer equivalent

one "ark! >nfortunatel#& in "# opinion the dependailit# of the worksheet does not e$ist! The

teacher does not provide an# e$a"ple of answered question that the students can refer to& the

teacher should answer at least one question to de"onstrate the students on how to answer the

e$ercise!

The test will e rather i"practical unless the teacher gives "ore questions for the

students to co"plete ecause the level of the students he got& are quite good and the# ale to

co"plete the worksheet easil# and it onl# take a few "inutes for the" to finish it! The teacher

should design "ore challenging assess"ent for the students!

verall the teacher conducted the assess"ent part according to plan and achieve the

goal for the assess"ent and find out the students alread# "astered on what the# was taught!

ork sheet -


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+ead the passage and fill in the rackets with the correct rule nu"er

Aver#da#& =ulai"an goes to school # us! 5e arrives at B!-/a" in the "orning ( )!

=ulai"an alwa#s ring ever#thing he needs to learn ( )! 5e does not "ake noise in the class (

)!

5e does not run in the school corridors and stairs ( )! hen he goes to the lirar# he

alwa#s sta# quiet ( )! uring the recess& he will go to the canteen to u# and eat food ( )!

If he sees an#one eing ullied& he will straightawa# report it to the teacher ( )! 5e does

not litter ( )! 5e never rought his "oile phone to school ( )! 5e onl# leaves school after the

school hours end ( )!


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Task 3 (.0% Individual)

cade"ic +eflective riting

@anguage assess"ent is one of the wa#s to "easure student progress in learning

of language! It is a trigger of what a student knows and "ore indirectl#& of how well instruction is

given # the teacher! @anguage assess"ent should e ased on language content standards

provide in the C==+& which "ake clear what students will e e$pected to learn and e ale to

do as a result of having taking part in language learning e$perience! These are so"e

characteristic of a good test done # tester to enhance the learning of Anglish in a


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develop"ent& including the students' ph#sical welleing and "otor develop"ent& social and

e"otional develop"ent& approaches toward learning& language develop"ent& and cognition and

general knowledge! tiliHing language assess"ents to enhance the learning of Anglish in the school not

onl# need the school and the teacher ut also the student's parents! 1arents should e a

valuale source of assess"ent infor"ation& as well as an audience for assess"ent! ecause of

the falliilit# of direct "easures of the# own children! The assess"ents should include variet#

sources of evidence& for e$a"ple reports fro" parents and teachers! ssess"ent results should

e shared with parents as part of an ongoing process that involves parents in their child's

education! Through the collaoration of 1I;& teacher ale to give report to parents and fa"iliesaout their childrens develop"ental status and achieve"ent in the school using the results that

the# otain # doing the assess"ent& e$a"ples like "id#ear e$a"ination and report ook!

lack and illia" (-66?) suggested several practices that could help i"prove

learning& which included enhancing feedack& activel# involving students in their learning&


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ad,usting instruction and reteaching& and engaging students in self and peerassess"ent

activities! ll of these can e categoriHe as assess"ent& where the students can take part

activel# in the lesson # answering the questions asks # the teacher& show that the#

understood on what the teacher teaching the" and in the sa"e ti"e ale to share their ideas&

opinions also developed the students' creativit# and thinking skill to solve prole" that the#

encounter!

Further"ore& the use of Jadual 1enentuan >,ian or J1> as a guidelines provided #

the school and the "inistr# as their reference! J1> is a tale that assists teachers to set

questions or test ite"s according to the levels in loo"'s Ta$ono"# (Crathwohl& loo"&

tale in order to alance the level of difficult# for the questions! This is to

i"prove the validit# of the assess"ent! The assess"ent need to reflect closel# a valid theor# of

foreign language learning that it takes as its "odel! For e$a"ple& when a teacher refer to the

loo"'s Ta$ono"# to set a co"prehension questions to test the students reading skill& the

teacher can deter"ine which level of thinking stage the students are in! Then& the teacher can

enhance the students' critical thinking& and if the teacher frequentl# applies this "ethod& the

students will soon get used to it!

It is reco""ended that teacher develop"ent in assess"ent should e pro"oted

and carried out in a "ore frequent "anner! It is apparent that teachers still lack theoretical

understanding of what constitutes good assess"ent practices! 1rofessional develop"ent is thuscrucial in ensuring that teachers are wellequipped with related knowledge that would assist

the" in conducting assess"ent!


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+eference

7iHek& ;!& FitHgerald& =! (-66*)! Teachers' assess"ent practices: 1reparation&

isolation& and the kitchen sink! Aducational ssess"ent& 3(2)& -/6-B6!

Crathwohl& !+!& loo"& !=!& and ;A ==A==

Documents

Assigment Assessment 2015