Assessing progress
The students will assess their progress through a process of peer-review and self-review.
Use the Scene F transcript and blank out words, numbers, and so on in the English translation, depending on the focus you and your students agree on. For example, you may want to select the scores as they occur throughout the scene.
Hand out photocopies of the altered transcript to the students and decide whether they will work individually or in pairs to complete the cloze task.
Watch "On-court drama"
Ask them to watch Scene F – On-court drama without writing anything on their worksheets. Play the scene. The students then write in as many of the missing words as they can. Repeat this sequence. Check to see how many gaps they managed to fill. Play the scene again, pausing the scene frequently to discuss with the students how they filled the gaps.
Discuss how they feel about this activity and what learning they gained from it. Was it sufficiently challenging? Was it too challenging? Their responses will help you to provide tasks and activities that sustain and progress their learning according to their needs.
Role-play
Now hand out complete copies of the scene F transcript. Each pair or group now role-plays the scene. Tell them to alter the sport and the score as it suits them. Give them time to practise. Play this scene often to help them to model their signing and develop their conversational fluency using NZSL.
Remind the students of the assessment criteria.
The students perform their role-plays. Record this on a video (where feasible). As each pair or group performs, ask those watching to write down the sport and the score as they view the presentations. At the end of the role-play presentations, check to see how many students wrote these down accurately by playing the video and having the class check and discuss their responses.
Discuss with the students what aspects of their learning they think they need to improve, as a class and individually.
Use each of the assessment criteria in turn as a basis for the discussion. For example, do they need to get better at asking questions using non-manual signals? Are they showing social awareness when interacting with others? How?
Rewatch "On-court drama"
Play scene F again.
Then replay the video recording of the students’ presentations. Give them some time to discuss with each other what they notice about their own and each other’s use of NZSL compared with what they see on the video clip. Have them write down in their workbooks two aspects of their NZSL learning that they need to focus on for their next-steps learning.
Keep the recording as base-line data of the students’ achievement in NZSL.
