Chinese language and culture nine-year program : grade 5 classroom assessment materials / PDF
Preview Chinese language and culture nine-year program : grade 5 classroom assessment materials /
Chinese Language and Culture Nine Program ^year Classroom Assessment Materials Grade 5 2009 Liberia Education ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA Alberta. AlbertaEducation. LearningandTeaching Resources Branch. Chinese language and culturenine-yearprogram grade 5 classroom : assessmentmaterials. Series: International languages. ISBN 978-0-7785-6480-5 I. Chinese language- Studyandteaching(Elementary)-Alberta. 2. Education- Alberta-Curricula. 3. Chinese language-Outlines, syllabi, etc. -Alberta. I. Title. II. Series: International languages. PL1118.A333 2009 495.1 Forfurtherinformation, contact: LearningandTeaching ResourcesBranch 8thFloor,44Capital Boulevard NW 10044- 108 Street Edmonton, Alberta T5J 5E6 Telephone: 780-427-2984 in Edmontonortoll-free inAlbertabydialling 310-0000 Fax: 780-422-0576 Copyright©2009,theCrowninRightofAlberta,asrepresentedbytheMinisterofEducation. AlbertaEducation, LearningandTeachingResourcesBranch,44CapitalBoulevard, 10044- 108StreetNW,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 Grade5. , Learning andTeachingResources Branch staffinvolved inthedevelopment, productionand distribution ofthis document includes: Joan Engel Director GregBishop AssistantDirector, Resource Development Alan Chouinard AssessmentManager, International Languages Wai-Ling Lennon ResourceManager, International Languages BaolongNi Special Advisor, Chinese Language andCulture KimBlevins DocumentProduction Coordinator JackieMosdell Editor Bonnie Way Editor LeeHarper Desktop Publishing DianneMoyer DesktopPublishing LibyaPantelyuk DesktopPublishing EstherYong Desktop Publishing SandraMukai Copyright ChineseLanguage andCulture 9YClassroomAssessmentMaterials (Grade 5) Acknowledgements/iii ©AlbertaEducation,Alberta,Canada 2009 ClassroomAssessmentMaterials (Grade 5) ©AlbertaEducation,Alberta,Canada Table ofContents Purpose 1 AbouttheAssessmentMaterials 1 HowandWhentoUsetheAssessmentMaterials 2 Principles ofEffectiveClassroomAssessment 3 My School Timetable 5 • A-5.2 gatherandorganize information W Celebrate Reading eek 11 • A-2.1 share ideas, thoughts, opinions,preferences • GC-2.3 awareness ofownculture Cultural Centre BulletinBoard 17 • GC-2.2 general languageknowledge FridayActivity 22 • A-3.2 statepersonal actions • A-3.3 manage groupactions Ideas aboutCulture 27 • GC-1.1 accessing/analyzingculturalknowledge • GC-1.4 diversitywithin Chineseculture Investigatingthe School 32 . • A-1.1 share factual information • A—5.1 discoverandexplore • A-5.2 gatherandorganize information • GC-1.3 applying culturalknowledge JustforFun 37 • A-6.1 humour/fun • A-6.2 creative/aestheticpurposes • A-6.3 personalenjoyment Languages Are Important 43 • GC-3.1 Chinese language andculture • GC-3.2 cultural and linguistic diversity Let’s Sing! 48 • A-6.1 humour/fun • GC-1.2 knowledge ofChineseculture • GC-1.5 valuingChinese culture LunchProgramProblem 53 • A-5.2 gatherandorganize information • A-5.3 solveproblems Chinese LanguageandCulture 9YClassroomAssessmentMaterials (Grade 5) Table ofContents/v ©AlbertaEducation,Alberta,Canada 2009 Movie Time 58 . • A-1.1 share factual information OfferingAdvice 63 • GC-3.1 Chinese languageandculture • GC-3.2 cultural and linguistic diversity Opinions and Values 68 • A—5.4 exploreopinions andvalues • GC-2.5 valuing diversity ReadingBuddy 73 • A-1.1 sharefactual information • A-6.3 personal enjoyment • GC-2.6 intercultural skills ReadyforRecess 78 • A-3.1 guide actions ofothers • A-3.2 statepersonal actions • A-4.1 managepersonal relationships Similarities 83 • GC—2.1 awarenessoffirstlanguage • GC-2.2 general languageknowledge This Is Culture! 88 • GC-1.1 accessing/analyzingculturalknowledge Tips forGames 93 • A-3.1 guideactions ofothers • A-3.3 manage group actions • A-6.1 humour/fun WelcomingCommittee 98 • A-1.1 share factual information • A-4.1 managepersonalrelationships What’s onTV? 104 • GC-2.3 awarenessofown culture • GC-2.4 general culturalknowledge vi /TableofContents Chinese Language and Culture 9Y ClassroomAssessmentMaterials (Grade 5) 2009 ©AlbertaEducation,Alberta,Canada Classroom Assessment Materials Grade 5 Chinese Language and Culture Purpose Thisdocumentis designedtoprovide assessmentmaterials forspecific Grade 5 outcomes in the Chinese Language and CultureNine-yearProgram, Grades4-5-6. Theassessmentmaterials are designed forthe beginnerlevelinthecontextofteaching forcommunicativecompetence. Grade 5 learningoutcomes fromthe ChineseLanguageandCultureNine-yearProgram, Grades4-5-6 providedthebasis forthedevelopmentoftheperformance tasksandaccompanyingevaluationtools in this document. Theseassessmentmaterials are intendedtobe closely linkedtoclassroompracticesand arealignedtothegeneral and specific outcomes forGrade 5. About the Assessment Materials The assessmentmaterials includedinthis documentconsistofperformancetasksthatare accompaniedby avariety ofevaluationtoolsthatteacherscanusetogatherevidenceand informationabout student progress andachievement. These assessmentmaterials focusonthe specific Grade 5 outcomes fromtheApplications and Global Citizenshipcomponents inthe ChineseLanguageand CultureNine-yearProgram, Grades4-5-6. These specificoutcomes are identifiedas PrincipalOutcomes ineachoftheperformancetasks. Specific outcomesfromtheLanguage CompetenceandStrategiescomponentsthatsupportthePrincipal Outcomes, and areaddressedintheperformancetasks, are listedas SupportingOutcomes. Assessment for Learning andAssessment ofLearning Thepurposes ofassessmentcanbedivided intotwo categories: assessmentforlearningandassessment oflearning. Assessmentforlearning, alsoreferredtoas formativeassessment, ischaracterizedbytheongoing exchangeofinformationabout learningbetweenteacherand studentandbetween student and student. It provides informationabout studentprogress, allowingtheteachertomake adjustmentstobestmeetthe learningneeds ofan individual studentoranentireclass. Assessmentforlearninginvolves specific, descriptive feedbackbutis notincludedinaperformance grade. Assessmentforlearningpromotes students’ understandingofhowtheyare doing inrelationto learningoutcomes andcompetence in setting personal learninggoals. Ifstudents aretobecome competentusers ofassessment information, theyneed tobe includedinthe assessmentprocess. ChineseLanguage andCulture 9YClassroomAssessmentMaterials (Grade 5) Introduction/ 1 ©AlbertaEducation,Alberta,Canada 2009 Assessmentoflearning, alsoreferredto as summative assessment, checks whata studenthas learnedata givenpoint in time. Itmostoftenoccurs attheendofaperiod ofinstruction; e.g., aunitorterm. Assessmentoflearning informationis designedtobesummarized in aperformance grade and sharedwith students, parents andothersoutsidethe classroomwhohave arighttoknow. Teachers makeprofessional decisionstodeterminewhichtype ofassessment strategyis mostappropriate atanygiventime duringthe instructional cycle. How and When to Use the Assessment Materials • Performancetasks andtheiraccompanyingevaluationtools inthis documentare ordered accordingto theApplications and GlobalCitizenshipoutcomes they address. Theyarenotintendedtobe followed in sequential order. • Teachersmayusetheassessmentmaterials at anypointduringthe schoolyearto gatherinformation abouthowwell studentsperforminrelationto specific outcomesfromtheprogramofstudies. • Teacherscan choosewhichofthe evaluationtoolstheywillusewiththeirstudents. It isnot intended thatteachersuse all evaluationtools includedinthis document. • The assessmentmaterials aredesignedtobeusedforthepurposesofassessmentforlearning (formative). • Performancetasks andtheiraccompanyingevaluationtools shouldbe adaptedaccordingtothe languageabilities, needsand interests ofstudents. • It isexpectedthatteacherswillusethe informationtheycollectinassessmentstoprovide students with ongoing feedback, setlearninggoals anddetermineareasforfurtherinstruction and intervention. • Teachersare encouragedtoprovideHanyupinyin symbols, alongwiththe Chinesecharacters, to support students'learningofpronunciation. Assessmentofthe Strategies Outcomes As studentsprogress throughtheyear, they shoulddevelopanawarenessofarangeofstrategies and begintoapplythemto assisttheirlearningofthetargetlanguage. As students engageintheperformance tasks, it isrecommendedthatteachers note students’ emergingawareness oflanguagelearningand languageusestrategiesto assisttheircomprehensionandenhance communication. Theperformancetasks inthis documentprovide studentswith experiencesthatencouragethemtouse a varietyofstrategies; e.g., usinggestures to aid comprehension, asking forclarificationandworkingwith others tocomplete atask. Strategiesthathelp students completetheperformancetasks are listed in the Supporting Outcomes sectionofeachperformancetaskdescription. Students’ use ofstrategies canbe evaluatedby studentsthrough self-assessmentandby teachers asthey observe andconference with students. 2/Introduction ChineseLanguage and Culture 9Y ClassroomAssessmentMaterials (Grade 5) 2009 ©AlbertaEducation,Alberta,Canada Principles ofEffective Classroom Assessment • Assessmentis ongoing Assessment is acontinuousprocess inwhichteachers gatherinformation about student learningand consideritastheyplan instruction. Ongoing studentassessmentfacilitates decisions onhowtobest support studentlearningwhile studentsworktowardachievingthe outcomes intheprogramof studies. Assessmentandevaluationprovide feedbacktoteachers, students andparents about student learning. The goal ofthis feedback is tohelp improve students’ futureperformance. The assessmentprocess hasnobeginningorend; it is a continuousprocessthatenhancesteachingandlearning. • Assessmentemploys a varietyofstrategies “Themostaccurateprofileofstudentachievementisbased on thefindings gatheredfromassessing studentperformance inavarietyofcontexts.”1 Whenteachersuse avarietyofassessment strategies, theyare abletocommunicateabout studentperformance in arangeofoutcomes intheprogramof studies. • Assessmentcriteria areclearlycommunicated Assessmentcriteriadescribewhat students areexpectedtodotomeetintended learningoutcomes. Assessmentcriteria, written in age-appropriate language, arecommunicatedto students before they beginany assessmentactivity. Sharingcriteriawith students empowersthemtomonitortheir learningandtell others abouttheirprogress. • Assessmentinvolves students Involve students inidentifyingtheirlearningneeds andgoals. Facilitate self-assessment, peer assessment, conferencingandgoal settingtoenhance learningandtoallow studentstobecome effectiveusersofassessment information. • Assessment demonstrates sensitivityto individual differences Assessmentimpacts studentmotivationand self-esteemand, therefore, needs tobe sensitivetohow individual students learn. Assessmentfocuseson a student’sprogress andgrowth inrelationto specific outcomes. Information is sharedwith students andparents tocomparea student’s performance withhis orherpreviousperformances. This involves ongoing specific anddescriptive feedback, i.e., verbalorwritten, thathighlights studentstrengths and suggests goals forimprovement. In summary, effectiveclassroomassessment: • addresses specific outcomes intheprogramofstudies • shares intended specificoutcomeswith studentspriorto instruction • assessesbefore, duringandafterinstruction • employs avarietyofassessment strategies andevaluationtoolsto indicate studentachievement • grounds assessmentwithincontextsthatare meaningfulto students • shares criteriawith studentsbeforeassessmentactivitybegins • provides frequentanddescriptive specific feedbackto students • facilitates students’ communicationwith others whohave arighttoknowabouttheirprogress and achievement • ensures studentscandescribewhatcomesnextintheirlearning. 1. AlbertaAssessmentConsortium,AFrameworkforStudentAssessment(Edmonton,AB: AlbertaAssessmentConsortium, 2005),p. 18. ChineseLanguage andCulture 9Y ClassroomAssessmentMaterials (Grade 5) Introduction/3 ©AlbertaEducation,Alberta,Canada 2009 — The followingchart2clarifies the differencesbetween assessment oflearningandassessmentforlearning. AssessmentforLearning AssessmentofLearning (formativeassessment) (summativeassessment) Checks learningtodecidewhatto do next, then Checkswhathasbeenlearnedtodate provides suggestions ofwhattodo; teachingand learning are indistinguishablefromassessment Is designedtohelp educators and students Is designedforthe informationofthosenot improve learning directly involvedin daily learningandteaching (e.g., school administration,parents, school board, AlbertaEducation, post-secondary institutions) inadditiontoeducators and students Isusedcontinuallytoprovide descriptive Ispresentedin aperiodic report feedback Usuallyuses detailed, specific anddescriptive Usuallycompilesdata into asinglenumber, score feedback, in aformal orinformal report ormarkasaformalreport Isnotreported aspartofan achievement grade Isreportedas partofanachievementgrade Usuallyfocuses on improvement, comparedwith Usuallycompares the student’s learningwith the student’spreviousbest otherstudents’ learning, e.g., norm-referenced making learninghighlycompetitive, orthe standard fo—ragrade level; e.g., criterion- referenced making learningmore collaborative and individuallyfocused Mustinvolvethe student Doesnotalways involvethe student 2. AdaptedfromRuthSutton,unpublisheddocument,2001,inAlbertaAssessmentConsortium,Refocus: Lookingat AssessmentforLearning(Edmonton,AB: AlbertaAssessmentConsortium,2003),p.4. 4/Introduction Chinese LanguageandCulture 9Y ClassroomAssessmentMaterials (Grade 5) 2009 ©AlbertaEducation,Alberta,Canada
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