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TSLB 3113 - Explanation of The Assessment

This document provides details of an assessment for a Year 3 English lesson on "My Little Red Riding Hood". The assessment focuses on writing and speaking skills and involves students working in groups to complete and rewrite sentences from the story. They then write a new script and perform a role play of the story. The assessment evaluates students' writing process, cooperation, characters, creativity and setting. Students are graded on a scale of A to F based on their script writing and role play performance. They receive individual feedback on their strengths, weaknesses and marks to help guide future improvements.

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Mohd Tarmizi
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487 views6 pages

TSLB 3113 - Explanation of The Assessment

This document provides details of an assessment for a Year 3 English lesson on "My Little Red Riding Hood". The assessment focuses on writing and speaking skills and involves students working in groups to complete and rewrite sentences from the story. They then write a new script and perform a role play of the story. The assessment evaluates students' writing process, cooperation, characters, creativity and setting. Students are graded on a scale of A to F based on their script writing and role play performance. They receive individual feedback on their strengths, weaknesses and marks to help guide future improvements.

Uploaded by

Mohd Tarmizi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Explanation of The Assessment

1.0 Details of the lesson.

Subject English
Tittle My Little Red Riding Hood
Year Year 3
Enrolment 25 pupils
Pupils’ Level High level
Date/ Day 1st March 2018 (Thursday)
Time 11.00 am – 12.00 pm (60 minutes)
Theme World of Stories
Topic Unit 8 – It’s Story Time!
Focused Skill Writing and Speaking (Productive skill)
Integrated Skill Reading
Previous Knowledge Pupils are already familiar with the Little Red Riding Hood’s story, the

character and plot.


HOTS Pupils create their own version of Little Red Riding Hood’s story.
Vocabulary Woodcutter, dentist, vampire, moustache
Educational Emphases Fun Learning
Moral Values Confidence
Thinking skill Analyzing and creating
Multiple Intelligences Bodily-kinesthetic and interpersonal
Teaching Aids Dice, My Little Red Riding Hood’s sheets, script sheet.

The assessment that is going to be carried out is based on the activity of “My Little Red
Riding Hood”. It focuses on the productive skill which is writing and speaking. This activity is
conducted as follow:

1. The pupils are divided into group of 5 members.


2. Each group will be given a dice, a sheet of My Little Red Riding Hood story and a
script sheet.
3. Teacher explains to the pupils the instruction and ways on how to carry out the
activity.
4. The first pupil need to throw the dice and complete the 1 st sentence at the sheet
based on the number and picture that he gets.
5. The same goes to the other members of the group in finishing all of the sentences.
6. Then in the same group, the pupils are required to write a new plot of the Little Red
Riding Hood story to make a script based on the completed sentences earlier.
7. The pupils have to act out the new story of The Little Red Riding Hood according to
their creativity as their speaking assessment.
8. The script written must be submitted to the teacher as writing assessment.

Figure 1: My Little Red Riding Hood’s story sheet.

2.0 Form of assessment

The assessment for the script writing is an analytic assessment and it is conducted as
group assessment. The pupils have to hand in their script copy to the teacher. It is aims to
enhance the pupils writing skills when collaborating with their group member so that, all of them
can learn to write. There are 5 categories that will be assessed which are writing process,
cooperation and collaboration, characters, creativity and setting. The grammatical aspect does
not really being emphasis because it is just the beginning of the pupils to learn writing
Figure 2 : The rubric for the role play script.

In differentiating the pupils’ achievement of writing skill, the assessment that will be
conducted is based on the band 1 until band 4. The group with the most satisfied requirement of
the script will be put at the band 4 after being evaluated by the teacher. Yet, the script with the
least completed requirement will be given band 1.Hence, teacher will be able to classify and has
an overview of the students’ capability upon writing skill which enables them to take further
action towards their pupils.

However, the assessment for the role play is a holistic assessment and it is also is
conducted in groups. It is aims to encourage the pupils to speak and act out confidently while
presenting their role play. In determining the pupils’ level, teacher has to verify the pupils’ role
play as a whole in the contribution to the role play.
Figure 3 : The rubric for role play activity.

Based on the role play rubric, the criteria stated is just the same. Nevertheless, the
differentiation in grading those pupils is based on the number of criteria completed. For
instance, in the first group only 2 out of 5 pupils managed to fulfill 4 out of 6 criteria provided.
Thus they will be given 60 points for their role play. However if all of the group members able to
fulfill almost all of the criteria, then all of them will be given more than 60 points. Therefore,
pupils may know their own level of speaking skill and the overall presentation of the role play. It
also helps the teacher to revise their next lesson in achieving the needs of the pupils.

After going through the whole assessment, teacher may give grade to the pupils based
on the table below:

Grade Descriptio General, qualitative description of the evaluation criteria

n
A Excellent An excellent performance, clearly outstanding. The candidate

demonstrates excellent judgement and a high degree of independent

thinking.
B Very good A very good performance. The candidate demonstrates sound judgement

and a very good degree of independent thinking.


C Good A good performance in most areas. The candidate demonstrates a

reasonable degree of judgement and independent thinking in the most

important areas.
D Satisfactory A satisfactory performance, but with significant shortcomings. The

candidate demonstrates a limited degree of judgement and independent

thinking.
E Sufficient A performance that meets the minimum criteria, but no more. The

candidate demonstrates a very limited degree of judgement and

independent thinking.
F Fail A performance that does not meet the minimum academic criteria. The

candidate demonstrates an absence of both judgement and independent

thinking.

Table 1 : Description of the grade.

Teacher is going to give the grade to the pupils based on their performance for writing
the script and during the role-play. Based on their achievement of both assessments, teacher
gives the most appropriate grade to the pupils.

After evaluation process, the pupils may get the feedback of their work and performance
through the Individual’s Feedback Form. Teacher may consult the pupils individually as it is
easier and comfortable for the teacher and the pupils to discuss about the feedback. Teacher
can give the mark that the pupils’ obtain and provide their overall achievement. The mark obtain
may be the booster for the pupils’ determination as their hard work pays off. Apart from that,
teacher should state the pupils’ weaknesses, strengths and give some comments in order for
them to improve for a better result. Then, the pupils need to have the copy of the feedback form
to be kept as their guidance in the future. In return, the pupils will love this type of activity as
they will not be too pressure when facing the assessment part.
Figure 4 : The feedback form

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