Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 11 views

    Fatimah Bivi

    Uploaded by

    noriey_teens
    This document provides guidance on assessing listening skills in children. It discusses 10 things to remember when assessing listening, such as giving students credit for what they know, not just testing what is easy to assess, and accepting that different skills will be assessed together. It then describes formative assessment techniques like observation, testing, self-assessment, and portfolios. Specific examples are given, like an assessment chart to track students' progress in numbers and exercises to assess recognition of adjectives, verbs, and nouns by listening to instructions, statements, and a song. The overall message is on the importance of assessing listening and providing a variety of formative assessment methods.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd

    Fatimah Bivi

    Uploaded by

    noriey_teens
    11 views22 pages
    This document provides guidance on assessing listening skills in children. It discusses 10 things to remember when assessing listening, such as giving students credit for what they know, not just testing what is easy to assess, and accepting that different skills will be assessed together. It then describes formative assessment techniques like observation, testing, self-assessment, and portfolios. Specific examples are given, like an assessment chart to track students' progress in numbers and exercises to assess recognition of adjectives, verbs, and nouns by listening to instructions, statements, and a song. The overall message is on the importance of assessing listening and providing a variety of formative assessment methods.

    Original Title

    fatimah bivi

    Copyright

    © Attribution Non-Commercial (BY-NC)

    Available Formats

    PPT, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document provides guidance on assessing listening skills in children. It discusses 10 things to remember when assessing listening, such as giving students credit for what they know, not just testing what is easy to assess, and accepting that different skills will be assessed together. It then describes formative assessment techniques like observation, testing, self-assessment, and portfolios. Specific examples are given, like an assessment chart to track students' progress in numbers and exercises to assess recognition of adjectives, verbs, and nouns by listening to instructions, statements, and a song. The overall message is on the importance of assessing listening and providing a variety of formative assessment methods.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    11 views22 pages

    Fatimah Bivi

    Uploaded by

    noriey_teens
    This document provides guidance on assessing listening skills in children. It discusses 10 things to remember when assessing listening, such as giving students credit for what they know, not just testing what is easy to assess, and accepting that different skills will be assessed together. It then describes formative assessment techniques like observation, testing, self-assessment, and portfolios. Specific examples are given, like an assessment chart to track students' progress in numbers and exercises to assess recognition of adjectives, verbs, and nouns by listening to instructions, statements, and a song. The overall message is on the importance of assessing listening and providing a variety of formative assessment methods.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 22

    By: NOR HIDAYAH BINTI ISHAK NUR AMIRA EMYLIA BINTI MOHD NOR HAFIZUDIN BIN JAAFAR MUHAMAD

    TARMIDZI BIN SAZALI

    WHY LISTENING?
    y Children start aqcuiring any language through

    listening y We ought to assess what we teach y Raises children s motivation and confidence

    Ten things to remember about assesing listening


    1.Assess listening comprehension eventhough it is difficult to assess. 2.Reading texts must be converted to listening texts. 3.Give credit fro what students know 4.Don t forget the importance of background knowledge 5.Don t just test what it s easy to test

    6.Give students a reason for listening 7.Don t expect full comprehension 8.Accept that skill contamination will occur 9.Assess all types of listening 10.Don t forget the cornerstones of good testing practice.

    ASSESSMENT
    y SUMMATIVE y FORMATIVE

    Formative assessment
    y Observation y Testing y Self- assessment y Peer-assessment y Portfolio y Project

    OBSERVATION
    Assessment chart of pupils' progress Unit 14. By the end of Unit 14 pupils: Linguistic skills know the English word for certain numbers pronounce numbers correctly know how to read phone numbers can find numbers by listening them spell the numbers correctly Class: _____________________Teacher:__________________ Date: __________________

    pu pil s' na me s

    meaning of symbols: vvv=well achieved vv= about average v=needs more practice

    ADJECTIVES
    AGE GROUP TIME DESCRIPTION 8 and above 10 minutes The children listen and circle the correct items according to the script LANGUAGE Lamp, lamb, vase, glass, ship, sheep, cat, hat, bear, bird, colours SKILLS adjectives ASSESSMENT CRITERIA The pupils should make the difference between certain vowels or consonants MATERIALS Worksheet 2 PREPARATION Photocopied worksheets for every child.

    1. The teacher gives out a copy of worksheets. 2. She/ He explains to the children that they are going to hear the descriptions of five items. On the worksheet each learner has two choices in each item. They have to circle the correct one. 3. The teacher reads the descriptions. a black cat a big bird a blue ship a fat girl a short boy 4. The teacher reads the descriptions again and asks to check the answers. FEEDBACK The teacher discusses the correct answers with the class. ASSESSMENT OF OUTCOME Students can identify the correct adjectives.

    IN CLASS

    10

    Circle the correct picture


    1. 3. 4. 5. 2.

    11

    VERB
    AGE GROUP TIME DESCRIPTION LANGUAGE 8 and above 10 minutes The children match photos to pictures following oral instructions.

    Action verbs: eating, drinking, writing, sleeping, running, reading, sitting. SKILLS Listening for specific information; recognizing action verbs in the simple sentences. ASSESSMENT CRITERIA The pupils should recognize common action verbs in spoken statements. MATERIALS Worksheet; scissors; glue; a set of pictures for each of the children.
    12

    FEEDBACK

    ASSESSMENT OF OUTCOME

    Ask the children to exchange worksheets and check each others answers. They mark them using the marking scheme as follows:7 = excellent 6 = very good 5 = good 0-4 = try harder This activity involves identifying verbs.

    13

    PREPARATION 1. Give two sets of worksheet to students. 2. One set consist of the set of pictures and another set consist of blank columns with numbered 1-7. 3. Prepare a set of seven statements, for example,Lily is sleeping, John is drinking etc. IN CLASS 1. Give out two sets of worksheet. 3. Tell the children to cut out the faces from the pictures from the work sheet and stick them on the another set of worksheet with blank column 4.Read the statements with short pauses between them. 5. Read the statements again. 6. Tell the children to stick the pictures on each column with numbered.

    14

    15

    16

    NOUNS
    AGE GROUP TIME DESCRIPTION 8 and above 15 minutes The children listen to a song and point to the pictures of the animals that they heard in the song chicken, dog, turkey , cow

    LANGUAGE

    SKILLS Listening for nouns. ASSESSMENT CRITERIA The pupils should identify MATERIALS animals in the song. CD with a song and flash cards.
    17

    y Old MacDonald had a farm, Ee i ee i oh! And on that farm he had some chickens, Ee i ee i oh! With a cluck-cluck here, And a cluck-cluck there

    Here a cluck, there a cluck, Everywhere a cluck-cluck Old MacDonald had a farm Ee i ee i oh! Old MacDonald had a farm, Ee i ee i oh! And on that farm he had some dogs, Ee i ee i oh! With a woof-woof here, And a woof-woof-woof there Here a woof, there a woof, Everywhere a woof-woof Old MacDonald had a farm Ee i ee i oh!

    18

    y Old MacDonald had a farm,

    Ee i ee i oh! And on that farm he had some turkeys, Ee i ee i oh! With a gobble-gobble gobble-gobble here, And a gobble-gobble gobble-gobble there Here a gobble-gobble, there a gobble-gobble, Everywhere a gobble-gobble-gobble Old MacDonald had a farm Ee i ee i oh! Old MacDonald had a farm, Ee i ee i oh! And on that farm he had some cows, Ee i ee i oh! With a moo-moo here, And a moo-moo there Here a moo, there a moo, Everywhere a moo-ooo Old MacDonald had a farm, Ee i ee i oh!
    19

    PREPARATION IN CLASS

    FEEDBACK

    1. The teacher explains to the children that they are going to hear a song. The teacher will ask them to tell the animals that they heard in the song 2. The teacher lets children listen to the song. 4. The teacher plays the song repeatedly for 3 times. 1. The teacher encourages to sing along. 2. The class discusses the animals that they identify in the song 3. The students have to point the animals that they listen in the song to the pictures of the animals on the flashcard. They can identify the correct animals from listening.

    ASSESSMENT OF OUTCOME

    20

    21

    THANK YOU FOR LISTENING!

    22

    You might also like