QUESTIONS

NO.
Skill Format No. of
items
Marks
A Grammar : Adjectives Multiple-choice test
(MCQ)
14 28
B Grammar : Adjectives Multiple-choice test
(MCQ)
5 10
C Grammar : Adjectives Matching 8 16

CLASS/
TIME/

CONTENT IMPACT

Thursday


3
Gemilang

9.00

10.00
a.m.



DAY 5
Focus : Grammar (Adjectives)
Theme : World Of Knowledge
Topic : Fresh Fruits

Content Standard:
By the end of the 6-year primary schooling, pupils will be
able to:
5.1 By the end of the 6- year primary schooling, pupils will
be able to use different word classes correctly and
appropriately.

Learning Standard :
5.1.6 Able to use adjectives correctly and appropriately:
(a) colour
(b) shape
(c) size
(d) opinion

Objectives :
By the end of the lesson, pupils will be able to:
a. Know at least 3 adjectives for:
- colour
- shape
- size
- opinion

Activities :
a. Teacher refreshes pupils by listing down all the
antonyms words they learnt in previous lesson.
b. Few pupils are called to give the antonyms of the given
words.
c. Pupils read the PowerPoint presentation (grammar
PowerPoint1).
d. Teacher informs the pupils that the words in red are
called adjectives. Teacher explains it by giving simple

REFLECTION

Attendance:__ /___

___/___ of the pupils
able to achieve the
objectives.

___/___ of the pupils
able to answer the
questions correctly.

___/___ of the pupils
need extra guidance.

___/___ of the pupils
able to master
today's lesson.





examples.



e. Each pupil is asked to list at least 10 adjectives words
that they know.
f. Choose three pupils to read five of their adjectives words
and write it on the board.
g. Pupils and teacher discuss the answers given.
h. Pupils are given worksheet and they have to complete it
within 20 minutes.
i. Pupils and teacher discuss the answers. Pupils correct
their mistakes immediately.


Teaching Aids :
PowerPoint presentation (grammar PowerPoint1) ,
worksheet

Teaching and learning strategies :

Multiple intelligence

Added Value:

Being careful, creativity.



In the TSL3112 Language Assessment assignment, part 1 requires
us to working individually to observe an English Teacher teaching. During
the observation I was required to look into the test type demonstrated by the teacher in any
language skills or language content whereby critically reporting that test type in the essence
of the four principles of language assessment. Apart from that, we were required to look into
the strengths and weaknesses of the test itself and provide improvement suggestions to
make it more effective. Part 2 consists us to develop a lesson plan based on one
language skill. We have to design a test or an assessment task, include a
Table of Test Specification. After we marked the test, we have to write-up on our students
on the pupils performance and my impression of the test as a valid and reliable language
assessment instrument. For the last part which is part 3, we have to write a critical report.
Assessment is one of the the essential aspect to be focused while
planning a lesson. A good teacher knows what, when and how to assess
the pupils performance during and after the learning process. There come the
term assessment of learning and assessment for learning. I at first place, should be clear
that the selected assessment method should be able to show clear evidence of pupils
understanding and produce sufficient information to support credible and defensible
statements about the quality of their learning (Assessment of Learning, n.d).
There are three purposes of assessment namely assessment for learning, assessment
of learning and assessment as learning. Assessment for learning is to provide assessments
1. 5.
2. 6.
3. 7.
4. 8.
Match.
to test the pupils understanding of the teaching and learning process. This type of formative
assessments can be given while or at the end of each lesson as worksheets or even Q & A
session. Besides, if teachers would like to access the pupils understanding for a longer
duration, she can give a test at the end of the week or even month. This type of assessment
is called summative assessment.
Assessment of learning is to measure how far can the learning objectives of the
lesson can be achieved during the teaching and learning process. It sets a platform for the
teachers to know where they stand in giving input to their pupils as well as prepares them to
come up with the next lesson. Assessment as learning is to foster the ability of the pupils to
become critical analysts of their own learning. One example of assessment through this way
is by exchanging answer sheets and assessing or checking their peers work. It works as a
stepping stone for pupils to broaden their thinking horizon as to learn to accept various
appropriate answers.
Thus, in the reconfigured pyramid of assessment, assessment as learning has
become the base in order for students to assess students. Indirectly, this helps the pupils
develop their own kind of learning. Compared to the traditional pyramid of assessment, the
teacher takes full control when assessing the classroom.
In planning how to assess pupils, I prefer to integrate both type of assessment;
assessment during and after learning process. The issue is how to ensure that the pupils are
unaware of the fact that they are being tested so that they can perform their best. Hence, I
can have a definite result of pupils level of understanding. For that, I manage to prompt
them with some questions and from that, I have the idea on their performance. However,
assessment during learning process seems not enough for me to know their performance as
well as how effective the lesson is. Therefore, at at the end of the lesson, in the closure
stage, I plan to have a feedback session in which the pupils are to write anything that they
have learnt throughout the lesson and also indicate their opinion towards the lesson using
happy or sad emoticons. In my point of view, this is one of the fun way of assessing young
learners.
Thus, planning a lesson gives me a chance to think through each aspect and make
sure that there were no holes. Even though I am prepared going into the classroom, there is
only so much planning and preparation that is possible
Quote :Assessment as Learning requires that students take an active role in their
own learning and assessment. I really like this quote because I see that students have a
freedom to decide what they have to do. I imagine that I am student. I will feel free to share
my idea. Assessment is not a danger. But, as I experienced it in high school, it was
different. I always assume that assessment is a kind of test. There will be a grading from
teacher to student. So, sometimes I was afraid if I heard assessment. When I was nervous,
I could not do the test as best as I can.
As a teacher, I want to change that condition. The students should change their
assumption about assessment is a kind of test. But, I dont know it well. So, how is the way
to change their assumption? It is my big question. I dont think that its impossible, but I dont
find the answer yet.
Teachers ought to assess only what they have taught. Only through the input of the
language focus which is listening and reading can the teacher asses through speaking and
writing. When giving input, teachers can use substitution table. When assessing pupils, the
teacher may want to remove the horizontal lines in the substitution table or even prepare a
'fill-in-the-blanks' worksheet.
However, a teacher needs to be aware to divide his or her worksheet into three
sections (easy, average and difficult) to accommodate each pupil. Assessment is conducted
to find out the effectiveness of the input during the lesson and how far did the pupils master
the new input given to them. The question is does a teacher "teach to a test?" or "test what
you teach?" Nowadays, many teachers in school teach to finish the syllabus and thus teach
to a test. On the other hand, teachers should vary their assessment style. Some other
interesting ways a teacher can use and adapt in assessing her students is through drilling
with variation, mime or charade, language games or even art and craft. By using these
interactive ways, students will not only be able to have fun, but also acquire knowledge
indirectly.
To put it into a nutshell, I would say that this TSL3112 Language Assessment
assignment have taught me a lot about the purposes of assessment. The primary purpose of
assessment is to improve students learning and teachers teaching as both respond to the
information it provides. Another important knowledge that I have learnt is an assessment for
learning is an ongoing process that arises out of the interaction between teaching and
learning. What makes assessment for learning effective is how well the information is used.
Assessment, teaching and learning are inextricably linked, as each informs the others.
Assessment for learning helps teachers gather information to plan and modify teaching and
learning programmes for individual students, groups of students and the class as a whole.
Then, the teacher identify students learning needs in a clear and constructive way so they
can be addressed as well. For students, assessment for learning provides students with
information and guidance so they can plan and manage the next steps in their learning.

Part 2 consists us to develop a lesson plan based on one language skill. We have to
design a test or an assessment task, include a Table of Test Specification. After we marked
the test or an assessment, we have to write-up on our students on the pupils performance
and my impression of the test as a valid and reliable language assessment instrument. I
have prepared three different types of assessment. The time allocated to complete this
assessment is 30 minutes. Students were able to answer questions that are provided within
the time allocated. Results of assessments carried out for 45 minutes, I've got to make some
conclusions. After assessment mark my students, I find the percentage of pupils who have
passed is 93%. As students from Class 3 Dahlia were mixed ability, I can conclude that I
have achieved the objectives. Percentage of students who failed was about 7% only. Most of
them are not able to answer the MCQs item. After I make a few observations, I have found
MCQs item that I have prepared quite a bit challenging. They are a bit confused and trying to
guess the answers without trying to find the right answer.
Based on their assessments, it is clear to me that MCQs can be used to assess a
broad range of content in a brief period. Skillfully written items can be measure higher order
cognitive skills. Besides that, it can be scored quickly. Item analysis can reveal how difficult
each item was and how well it discriminated between the strong and weaker students in the
class. The disadvantages of MCQ test is difficult and time consuming to write good items.
Besides that, possible to assess higher order cognitive skills, but most items assess only
knowledge. Some correct answers can be guesses. Matching items can be written quickly. A
broad range of content can be assessed. Scoring can be done efficiently. The disadvantages
of matching items is higher order cognitive skills difficult to asses
In classrooms where assessment for learning is practiced, students are encouraged
to be more active in their learning and associated assessment. The ultimate purpose of
assessment for learning is to create self-regulated learners who can leave school able and
confident to continue learning throughout their lives. Teachers need to know at the outset of
a unit of study where their students are in terms of their learning and then continually check
on how they are progressing through strengthening the feedback they get from their
learners.
Due to the fact that the assessment is targetted on average Year Three pupils, as a
teacher, I should be aware of the language used in the assessment task. To be more
specific, in the planning stage, for individual reference, I have listed a group of adjectives to
be used in the lesson so that the pupils feel secure in learning. It means to avoid them feel
confused with a lot of unfamiliar words. However, at the same time, some unfamiliar words
are included in the list so that it fits Krashens second language acquisition theory, I + 1
(Tricomi E. T., 1986). In this context, pupils at this level are familiar with words like big,
round, small and . Hence, i decide to add some unfamiliar adjectives like spacious, crowded
and oblong. In this process of planning, it takes some time to filter the words and this
teaches me how selective and careful a teacher should be.
In addition, I would like to suggest some improvements to make it more effective and
to achieve validity and realibility . First and foremost, I must decide and clarify what is
expected of the students. If teacher are not measuring something specific, the test cannot be
valid. After clarifying expectations, compare them to the test. Other opinions are helpful
when evaluating your assessments, having another person make this comparison can
improve your results. Second, run your test through at least one or two of the measures of
reliability.
Testing with purpose, using assessments that are both valid and reliable, can have
positive results in the classroom. Ideally, the assessment reflects the most important skills
and information to be learned. Creating a valid assessment before beginning to teach the
unit ensures that the lesson plans will focus on the most essential elements of the
educational objectives. Student learning is enhanced by understanding the importance and
life application of the subject, both of which can be underlined during the unit when working
toward the culminating assessment.
Although trends in testing, as in other fields, change over time, some principles of
assessment are permanent and are not overly affected by current fashions. They need to be
held in mind by assessors whenever they construct a test, whether this be a class quiz, a
class essay or an end-of-year examination. (Here the terms 'test' and 'assessment' are used
interchangeably.) The most important of these principles fall under three heads: validity,
reliability and washback.
All in all, designing, constructing and using an assessment task is a superb learning
experience for me. It really help me to understand the language assessment principles
better. This definitely leaves me with something to reflect on and improve upon my teaching.
As difficult as this task to be carried out, it was very beneficial to me. I am happy I was able
to have this opportunity as it opens my eyes and my mind to better in designing, constructing
and using a test or an assessment task in my classroom. They gave me many great
knowledge and ideas to a variety of ways to implement various activities. My classroom
instruction and layout will be much better because of what I have leant.



















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