Chinese language and culture : 9-year program classroom assessment materials, grade 4

2008·6.7 MB·English

by  Alberta. Alberta Education. Learning and Teaching Resources Branch

Chinese
Language
and
Culture
Nine-year
tssS
Program
Grade 4
Classroom Assessment
Materials
2008
ALBERTA EDUCATION CATALOGUING INPUBLICATION DATA
Alberta. Alberta Education. Learning andTeaching Resources Branch.
Chinese language andculture nine-yearprogramclassroom assessment
materials, grade4.
ISBN978-0-7785-6417-1
1. Chinese language- Study andteaching (Elementary)-Alberta.
2. Education-Alberta-Curricula. 3. Chinese language-Outlines,
syllabi, etc. I. Title.
PL1118.A333 2008 495.1
Forfurtherinformation, contact:
Alan Chouinard
Alberta Education
Learning andTeaching Resources Branch
8thFloor, 44 Capital Boulevard
NW
10044- 108 Street
Edmonton, Alberta T5J 5E6
Telephone: [phone] in Edmontonortoll-free in Albertabydialling 310-0000
Fax: [phone]
Copyright©2008,theCrowninRightofAlberta,asrepresentedbytheMinisterofEducation. AlbertaEducation,
LearningandTeachingResourcesBranch,44CapitalBoulevard, 10044- 108 StreetNW, Edmonton,Alberta,Canada,
T5J5E6.
Everyefforthasbeenmadetoprovideproperacknowledgementoforiginalsources. Ifcasesareidentifiedwherethis
hasnotbeendone,pleasenotifyAlbertaEducationsoappropriatecorrectiveactioncanbetaken.
Permissionisgivenbythecopyrightownertoreproducethisdocumentforeducationalpurposesandonanonprofit
basis,withtheexceptionofmaterialscitedforwhichAlbertaEducationdoesnotowncopyright.
Acknowledgements
AlbertaEducationgratefully acknowledges Edmonton School DistrictNo. 7 forwritingcontributions and
languagevalidationoverthe courseofthe developmentofthe ChineseLanguageandCultureNine-year
Program ClassroomAssessmentMaterials, Grade4.
LearningandTeachingResources Branch staffinvolvedinthe development,productionanddistribution
ofthis documentincludes:
RajaPanwar Director
Stella Shrum Acting Director
GregBishop AssistantDirector,ResourceDevelopment
AlanChouinard AssessmentManager, International Languages
Wai-LingLennon ResourceManager, InternationalLanguages
BaolongNi SpecialAdvisor, ChineseLanguage andCulture
KimBlevins DocumentProductionCoordinator
JackieMosdell Editor
LinHallett DesktopPublishing
DianneMoyer DesktopPublishing
LibyaPantelyuk DesktopPublishing
EstherYong DesktopPublishing
SandraMukai Copyright
Chinese LanguageandCulture 9YClassroomAssessmentMaterials (Grade4) Acknowledgements/iii
©AlbertaEducation,Alberta,Canada 2008

Table ofContents
Purpose 1
AbouttheAssessmentMaterials 1
HowandWhentoUsetheAssessmentMaterials 2
Principles ofEffectiveClassroomAssessment 3
TheNew Student 5
• A-1.1 share factual information
• A-4.1 managepersonalrelationships
ImaginaryFamily 11
• A-1.1 share factual information
StoryTime 16
• A-2.1 share ideas, thoughts, opinions,preferences
• A-2.2 shareemotions, feelings
SillyPizza 20
• A-3.1 guideactions ofothers
• A-3.2 statepersonalactions
JustAsk 25
• A-3.1 guideactions ofothers
• A-3.2 statepersonal actions
Invitation Dilemma 30
• A-3.2 statepersonal actions
• A-5.3 solveproblems
Games Day 35
• A-3.1 guideactions ofothers
• A-3.3 manage group actions
ScavengerHunt 40
• A-5.1 discoverandexplore
• A-5.2 gatherandorganizeinformation
• A-5.3 solveproblems
Andthe Survey Says 45
• A-2.1 share ideas,thoughts, opinions,preferences
• A-5.2 gatherandorganize information
Reporter 50
• GC-3.1 Chineselanguage andculture
• A-5.4 exploreopinionsandvalues
BeCreative 55
• A-6.1 humour/fun
• A-6.2 creative/aestheticpurposes
• A-6.3 personal enjoyment
Chinese Language andCulture 9YClassroomAssessmentMaterials (Grade4) TableofContents/v
©AlbertaEducation,Alberta,Canada 2008
Let’s Celebrate 60
GC-1.1 accessing/analyzingculturalknowledge
GC-1.2 knowledgeofChinese culture
GC-1.3 applyingculturalknowledge
GC-1.4 diversitywithin Chineseculture
GC-1.5 valuingChineseculture
GC-2.3 awarenessofownculture
CanYouTellthe Difference? 65
• GC-2.1 awareness offirstlanguage
Languages Galore 70
• GC-2.2 generallanguageknowledge
• GC-2.3 awarenessofown culture
• A-5.2 gatherandorganizeinformation
CulturesGalore 75
• GC-2.3 awarenessofownculture
• GC-2.4 generalculturalknowledge
• GC-3.2 cultural andlinguistic diversity
SurvivalGuide 80
• GC-2.6 intercultural skills
vi/TableofContents ChineseLanguage andCulture 9YClassroomAssessmentMaterials (Grade4)
2008 ©AlbertaEducation,Alberta,Canada
Classroom Assessment Materials
Grade 4
Chinese Language and Culture
Purpose
Thisdocumentis designedtoprovideassessmentmaterials forspecific Grade4outcomes inthe Chinese
Language andCultureNine-yearProgram, Grades4-5-6. The assessmentmaterials aredesigned forthe
beginnerlevelinthecontextofteaching forcommunicative competence.
Grade4 learningoutcomes fromthe ChineseLanguage andCultureNine-yearProgram, Grades4-5-6
providedthebasis forthedevelopmentoftheperformancetasksandaccompanyingevaluationtools in
this document. Theseassessmentmaterials are intendedtobe closely linkedtoclassroompractices and
arealignedtothegeneralandspecific outcomes forGrade4.
About the Assessment Materials
Theassessmentmaterialsincludedinthis documentconsistofperformancetasksthatare accompaniedby
avarietyofevaluationtoolsthatteachers canusetogatherevidenceandinformationaboutstudent
progress andachievement.
These assessmentmaterials focusonthe specific Grade4outcomes fromtheApplications and Global
Citizenshipcomponents inthe Chinese Language andCultureNine-yearProgram, Grades4-5-6. These
specificoutcomes areidentifiedasPrincipalOutcomes ineach oftheperformancetasks. Specific
outcomes fromtheLanguage CompetenceandStrategiescomponentsthatsupportthePrincipal
Outcomes, andare addressedintheperformancetasks, are listedas SupportingOutcomes.
Assessmentfor Learning andAssessment ofLearning
Thepurposesofassessmentcanbe divided intotwocategories: assessmentforlearningandassessment
oflearning.
Assessmentforlearning, alsoreferredtoas formative assessment, ischaracterizedbythe ongoing
exchangeofinformationaboutlearningbetweenteacherand studentandbetweenstudentandstudent. It
provides informationaboutstudentprogress, allowingtheteachertomakeadjustmentstobestmeetthe
learningneeds ofanindividual studentoranentire class. Assessmentforlearning involves specific,
descriptive feedbackbutis notincludedinaperformancegrade. Assessmentforlearningpromotes
students’ understandingofhowthey are doing inrelationto learningoutcomes and competence in setting
personal learninggoals. Ifstudents aretobecome competentusersofassessmentinformation, theyneed
tobeincludedinthe assessmentprocess.
Chinese LanguageandCulture 9YClassroomAssessmentMaterials (Grade4) Introduction/ 1
©AlbertaEducation,Alberta,Canada 2008
Assessmentoflearning, alsoreferredtoas summativeassessment, checkswhatastudenthas learnedata
givenpointintime. Itmostoftenoccurs atthe end ofaperiodofinstruction; e.g., aunitorterm.
Assessmentoflearninginformation is designedtobe summarized in aperformancegrade and sharedwith
students,parents andothersoutside the classroomwhohave arighttoknow.
Teachersmakeprofessionaldecisionsto determine whichtype ofassessmentstrategy ismostappropriate
atanygiventime duringthe instructional cycle.
How and When to Use the Assessment Materials
• Performancetasks andtheiraccompanying evaluationtools inthis documentare orderedaccordingto
theApplicationsand GlobalCitizenshipoutcomestheyaddress. Theyarenot intendedtobe followed
in sequentialorder.
• Teachers mayusetheassessmentmaterialsatanypointduringthe schoolyeartogatherinformation
abouthowwell studentsperforminrelationto specificoutcomes fromtheprogramofstudies.
• Teachers canchoosewhichofthe evaluationtoolstheywillusewiththeirstudents. Itis notintended
thatteachersuseall evaluationtools includedinthisdocument.
• The assessmentmaterials aredesignedtobeusedforthepurposes ofassessmentforlearning
(formative).
• Performancetasks andtheiraccompanyingevaluationtools shouldbe adaptedaccordingtothe
languageabilities, needs andinterests ofstudents.
• Itis expectedthatteachers willusetheinformationtheycollectinassessmentstoprovide students
withongoingfeedback, setlearninggoalsanddetermineareas forfurtherinstructionandintervention.
• Teachers are encouragedtoprovideHanyupinyinsymbols, alongwiththe Chinesecharacters, to
supportstudents’ learningofpronunciation.
Assessmentofthe Strategies Outcomes
As studentsprogressthroughtheyear, they shoulddevelopanawarenessofarangeofstrategies and
beginto applythemtoassisttheirlearningofthetargetlanguage. As students engage intheperformance
tasks, itisrecommendedthatteachersnote students’ emergingawareness oflanguagelearningand
languageusestrategiestoassisttheircomprehensionandenhance communication.
Theperformancetasks inthisdocumentprovide students withexperiencesthatencourage themtouse a
varietyofstrategies; e.g., using gestures to aidcomprehension, askingforclarificationandworkingwith
otherstocomplete atask. Strategiesthathelp students completetheperformancetasks are listedinthe
SupportingOutcomes sectionofeachperformancetaskdescription.
Students’ useofstrategies canbeevaluatedby studentsthrough self-assessmentandbyteachers asthey
observe andconferencewith students.
2/Introduction Chinese Language andCulture 9YClassroomAssessmentMaterials (Grade4)
2008 ©AlbertaEducation,Alberta,Canada