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Activity 10.1

Activity 10.1

Discussing and using the assessment criteria

The students will explore the assessment criteria in relation to the achievement objectives and will deepen their understanding of what they need to do to achieve success.

THUMBS UP! We hope that you and your students are enjoying learning NZSL so far. You’re at the halfway mark, and this is the celebration! Let’s have fun!

In this unit, have your students use the language and cultural knowledge that they have learnt in Units 1–9 in situations where they can show their communication skills. There is a summary overview of Units 1–9 in the introduction.

For language learning to be successful, your students need to gain sufficient control of the language they have learnt to be able to use it automatically and spontaneously in the situations they have become familiar with. By now, they need to be communicating effectively in NZSL in a range of contexts, responding to others without undue delay and with a reasonable level of accuracy.

The achievement objectives, together with the assessment criteria, are provided in worksheet 10.1. Give the students a copy for their reference. Tell them that they will be using these criteria to assess their own performance and each other’s performances.

Play a DVD recording of the students’ performances in a previous unit. Suggest that they apply the criteria by looking for one or two examples of each descriptor. Discuss this process with them afterwards. Was this an easy task? Does it make them more perceptive in relation to what they need to do to perform well?

Help them to combine their assessments to contribute to a holistic assessment of each presenter’s knowledge and skills. As well, encourage them to give feedback on specific areas that have been well achieved or are in need of improvement. As the performances are reviewed, get the students to write down the particular skills that need improvement.

Please use these assessment criteria carefully. Remind your students that they are in the beginning stages of their learning. These criteria will help them to deepen their understanding of what is required for the proficiency level they are working towards and to measure their progress towards achieving it. However, make it clear to them that it may be too soon for them to achieve levels 1 and 2 proficiency. They will need a wide range of examples across each behaviour in a broad range of situations to achieve this.

Place an enlarged copy of the assessment criteria on the classroom wall. Students often need time to absorb and reflect on assessment criteria and what they mean for their individual performances.

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Clip 0.1

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Name Class Section
Document Worksheet 10.1 Worksheet 1

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