ASSIGNMENT M 6 KB 2
Language
skills of students can be seen from aspects of receptive active competence and
productive active competence. Receptive active competence is more intended to
reveal oral and written discourse understanding, while productive active
competence is the ability of students to produce language to be conveyed to
other parties verbally (speaking) and written (writing). These two competencies
demand an assessment of language performance especially for productive active
competence, namely the competence to speak and write are very appropriate to be
assessed using authentic assessment.
Task:
· Identify learning activities that address
speaking competence.
· Identify learning activities that address
writing competence.
· Design an authentic assessment for speaking
competence.
· Design an authentic assessment for writing
competence.
1. Learning activities that address speaking
competence.
Here are some activities to promote speaking in the classroom.
a. Discussions
Before the discussion, it is
essential that the purpose of the discussion activity is set by the teacher. In
this way, the discussion points are relevant to this purpose, so that students
do not spend their time chatting with each other about irrelevant things. For
example, students can become involved in agree/disagree discussions. In this
type of discussions, the teacher can form groups of students, preferably 4 or 5
in each group, and provide controversial sentences like “people learn best when
they read vs. people learn best when they travel”. Then each group works on
their topic for a given time period, and presents their opinions to the class.
It is essential that the speaking should be equally divided among group
members. Students should always be encouraged to ask questions, paraphrase
ideas, express support, check for clarification, and so on.
b. Role-play
One other way of getting
students to speak is role-playing. Students pretend they are in various social
contexts and have a variety of social roles. In role-play activities, the
teacher gives information to the learners such as who they are and what they
think or feel.
c. Simulations are very similar to
role-plays but what makes simulations different than role plays is that they
are more elaborate. In simulations, students can bring items to the class to
create a realistic environment. For instance, if a student is acting as a
singer, she brings a microphone to sing and so on.
d. Information Gap
In this activity, students are
supposed to be working in pairs. One student will have the information that
other partner does not have and the partners will share their information.
Information gap activities serve many purposes such as solving a problem or
collecting information. Also, each partner plays an important role
because the task cannot be completed if the partners do not provide the
information the others need. These activities are effective because everybody
has the opportunity to talk extensively in the target language.
e. Brainstorming
On a given topic, students can
produce ideas in a limited time. Depending on the context, either individual or
group brainstorming is effective and learners generate ideas quickly and
freely. The good characteristic of brainstorming is that the students are not
criticized for their ideas so students will be open to sharing new ideas.
f. Storytelling
Students can briefly summarize
a tale or story they heard from somebody beforehand, or they may create their
own stories to tell their classmates. Story telling fosters creative thinking.
It also helps students express ideas in the format of beginning, development,
and ending, including the characters and setting a story has to have. Students
also can tell riddles or jokes. For instance, at the very beginning of each
class session, the teacher may call a few students to tell short riddles or
jokes as an opening. In this way, not only will the teacher address students’
speaking ability, but also get the attention of the class.
g. Interviews
Students can conduct interviews
on selected topics with various people. It is a good idea that the teacher
provides a rubric to students so that they know what type of questions they can
ask or what path to follow, but students should prepare their own interview
questions. Conducting interviews with people gives students a chance to
practice their speaking ability not only in class but also outside and helps
them becoming socialized. After interviews, each student can present his or her
study to the class. Moreover, students can interview each other and
"introduce" his or her partner to the class.
h. Story Completion
This is a very enjoyable,
whole-class, free-speaking activity for which students sit in a circle. For
this activity, a teacher starts to tell a story, but after a few sentences he
or she stops narrating. Then, each student starts to narrate from the point
where the previous one stopped. Each student is supposed to add from four to
ten sentences. Students can add new characters, events, descriptions and so on.
i. Reporting
Before coming to class,
students are asked to read a newspaper or magazine and, in class, they report
to their friends what they find as the most interesting news. Students can also
talk about whether they have experienced anything worth telling their friends
in their daily lives before class.
j. Picture Narrating
This activity is based on
several sequential pictures. Students are asked to tell the story taking place
in the sequential pictures by paying attention to the criteria provided by the
teacher as a rubric. Rubrics can include the vocabulary or structures they need
to use while narrating.
k. Picture Describing
Another way to make use of
pictures in a speaking activity is to give students just one picture and having
them describe what it is in the picture. For this activity students can form
groups and each group is given a different picture. Students discuss the
picture with their groups, and then a spokesperson for each group describes the
picture to the whole class. This activity fosters the creativity and
imagination of the learners as well as their public speaking skills.
l. Find the Difference
For this activity students can
work in pairs and each couple is given two different pictures, for example,
picture of boys playing football and another picture of girls playing tennis.
Students in pairs discuss the similarities and/or differences in the pictures.
Source : Hayriye Kayi. Teaching Speaking: Activities to Promote Speaking in a Second Language.
Retrieved from http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html on August 15, 2018
2. Learning activities that address writing
competence
Here are some learning
activities that promote writing competence.
a. Writing Emails or Letters
Teacher can explain to the students the
difference between formal and informal emails/letters, outline the structure
and vocabulary and encourage the students to write their own emails. They can
write emails/letters to each other based on the a specific topic, such as
organizing a surprise party for a friends’ birthday.
b. Writing Ads and TV Commercials
Advertisements and commercials are a great
example of creative writing. Teacher can give some sample ads as well as
typical expressions that are used in advertising, and ask the learners to
create their own ads.
c. Error Correction
It focuses on ability to detect and correct
mistakes in an already written text. One of examples is to give the students a
letter from an “imaginary friend’ who does not speak English very well and has
asked the student to correct his or her letter. Each line of the letter should
contain at least one mistake, which students should identify and correct.
d. Collaborative Writing
Teacher asks the students to write a story
together. Each student should write a sentence and pass on the sheet to another
student, who should continue the story. In the end, someone can read the story
aloud.
e. Association game
Play an association game
with your students: tell them a word and ask them to create an association
chain for it, i.e. to name the association with each next word. For
example, airport – travel – holidays – fun – party – night – moon – space, and
so on. When the association chain is ready, ask the students to write a story
by using all of these words.
f. Image-based story writing
Teacher can mix up cards
with various images in a bag or basket, and then ask each student to take three
random images. Then the most interesting part starts: the students
should write stories that involve each of the three depicted objects.
g. How-To Instructions writing
Teacher can ask your
students to describe how something works in the form of a step-by-step
procedure. Of course they should describe the functioning of simple objects
from daily life, for example, a toaster. Another option is to write a recipe of
a simple dish, such as scrambled eggs or cornflakes with milk.
h. Shortening the Text
Teacher Give your
students a bulky text overloaded with long expressions and ask them to shorten
the text and remove everything that seems odd, thus making the text clear and
concise. You can shorten one of the texts together with the students and then
have them work in groups or pairs.
Source: VIPKID.2018.Creative Writing Activities for Young
Students. Retrieved from https://blog.vipkid.com.cn/esl-writing-activities/ on August 15, 2018.
3. An Authentic Assessment Plan for Speaking
Competence (Discussion)
Category
|
Needs Improvement
|
Satisfactory
|
Good
|
Excellent
|
Grammar
|
Student was
difficult to understand and had a hard time communicating their ideas and
responses because of grammar mistakes.
( 9 )
|
Student was able
to express their ideas and responses adequately but often displayed
inconsistencies with their sentence structure and tenses.
( 11 )
|
Student was able
to express their ideas and responses fairly well but makes mistakes with
their tenses, however is able to correct themselves.
( 13)
|
Student was able
to express their ideas and responses with ease in proper sentence structure
and tenses.
(15)
|
Pronunciation
|
Student was
difficult to understand, quiet in speaking, unclear in pronunciation.
(9)
|
Student was
slightly unclear with pronunciation at times, but generally is fair.
(11)
|
Pronunciation
was good and did not interfere with communication
(13)
|
Pronunciation
was very clear and easy to understand.
(15)
|
Vocabulary
|
Student had
inadequate vocabulary words to express his/her ideas properly, which hindered
the students in responding.
(9 )
|
Student was able
to use broad vocabulary words but was lacking, making him/her repetitive and
cannot expand on his/her ideas.
(11)
|
Student utilized
the words learned in class, in an accurate manner for the situation
given.
(13)
|
Rich, precise and
impressive usage of vocabulary words learned in and beyond of class.
(15)
|
Comprehension
|
Student had
difficulty understanding the questions and topics that were being
discussed.
(14)
|
Student fairly
grasped some of the questions and topics that were being discussed.
(16)
|
Student was
able to comprehend and respond to most of the questions and topics that were
being discussed.
(18)
|
Student was
able to comprehend and respond to all of the questions and the topics that
were being discussed with ease.
(20)
|
Background Knowledge
|
Student was
lacking in background knowledge which hindered his/her responses to the
questions regarding class materials.
(14)
|
Student showed
decent background knowledge of class material, making his/her responses
incomplete.
(16)
|
Student displayed
well knowledge of class information and topics.
(18)
|
Student presented
excellent background knowledge from class topics and was able to add more
information in their response.
(20)
|
Fluency
|
Speech is very
slow, stumbling, nervous, and uncertain with response, except for short or
memorized expressions. Difficult for a listener to understand
(9)
|
Speech is slow
and often hesitant and irregular. Sentences may be left
uncompleted, but the student is able to continue.
(11)
|
Speech is
mostly smooth but with some hesitation and unevenness caused primarily by
rephrasing and groping for words.
(13)
|
Speech is
effortless and smooth with speed that comes close to that of a native
speaker.
(15)
|
Total
score : 100
|
||||
POOR
|
FAIR
|
GOOD
|
EXCELLENT
|
|
Content
|
This
advertisement was not persuasive and did not contain detailed examples or
descriptions
(15)
|
This
advertisement was somewhat persuasive and contained 1 detailed examples and
descriptions
(18)
|
This
advertisement was persuasive and contained 2 detailed examples and
descriptions.
(22)
|
This
advertisement was very persuasive and included 3 or more detailed examples
and descriptions.
(25)
|
Word
Choice
|
This
ad was not worded creatively.
(15)
|
This
ad was written with average sorts of words.
(18)
|
This
ad was written with some creative, descriptive and imaginative words.
(22)
|
This
ad was written with very creative, descriptive and imaginative words.
(25)
|
Mechanics
|
There
were numerous mistakes in grammar, spelling, and punctuation.
(15)
|
There
were 5-6 mistakes in grammar, spelling, and punctuation.
(18)
|
There
were 3-4 mistakes in grammar, spelling, and punctuation.
(22)
|
There
were 2 or less mistakes in grammar, spelling and punctuation.
(25)
|
Creativity
and Neatness
|
This
ad was not colorful and was messy.
(15)
|
This
ad had some color and was somewhat messy.
(18)
|
This
ad was pretty colorful and basically neat.
(22)
|
Wow!
This ad was flashy and very neat.
(25)
|
Total
Score : 100
|
||||
A :
Excellent =
89 – 100
B :
Good =
77 – 88
C :
Satisfactory =
65 – 76
D : Needs
Improvement =
0 – 64
Adapted from https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=L47B46& Retrieved on August 15, 2018
4. An Authentic Assessment Plan for Writing
Competence (Writing Advertisement)
A: Excellent = 89 – 100
B:
Good = 73 – 88
C:
Fair =
61 – 72
D:
Poor = 0 – 60
Adapted from https://www.rcampus.com/rubricshowc.cfm?code=R45597&sp=yes& Retrieved on August 15, 2018
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