QCE52C
Unit Planning and
Language Assessment
Semester 2
Tutor: Dr Poh Soon Koh
In QCE52C Unit Planning and Language Assessment, I undertook the following assignments:
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Unit planning: Plan and develop a unit of work by taking into account the principles of curriculum planning, the macro factors that influence unit planning, students’ needs, the English Language syllabuses and principles of materials adaptations;
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Assessment:
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Plan and develop a range of assessment tasks that integrate teaching, learning and assessment
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Differentiate assessment tasks to suit the diverse needs and abilities of students.
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1. Assignment 1 (Group): Unit Plan Development
In this assignment, my group prepared a lesson plan for a Secondary 3 class that offers EL at the G2 level (NA) as follows:
Learning Focus: Personal Recount
Theme: Food and Memory
Unit focus:
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By the end of the unit, students will understand that language use, including written communication, is influenced by Purpose, Audience, Context and Culture.
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Students will use accurate grammar and vocabulary words intentionally for impact and effect when writing a personal recount.
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They will also be able to edit their work with feedback from both their teacher and peers.
Unit Task: Students will write a personal recount of a significant food memory shared with someone they care about, in the context of publication in the school magazine
We were able to use the CLEARR framework to organise our unit plan (Contextualise - Learn & Explore - Apply & Respond - Reinforce), select both receptive and productive skills in a logical sequence (Read & View - Vocabulary - Grammar - Writing and representing) as well as create an Assessment Plan with both summative and formative elements to check for understanding. We were also able to identify a range of food-related resources and differentiate them by content according to learner readiness.
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I would be happy to provide a copy of the unit plan for review.
2. Assignment 2 (Individual) Develop an Assessment Task
I set a reading comprehension assessment task for the GCE 'O' levels with a spread of the following question types:
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Literal comprehension
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Inferential comprehension
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Vocabulary
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Language impact question
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Summary question
I ensured that the paper met the prescribed standards by the EL examination committee:
I was able to practice crafting questions to elicit desired responses, developing a range of accepted / suggested answers and also supplying clear marking instructions. I was also able to provide a range of acceptable paraphrased suggestions for the summary question. A copy of my assignment has been attached to this post.
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3. Assignment 3 (Individual) Evaluate Students' Writing and Use of Assessment Data
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In this assignment, I graded a Secondary 3 G2 student's situational writing (SW) script using the SW assessment criteria. I used the outcome of my evaluation as assessment data to identify a key recommendation to help the student to improve their writing.
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During our tutorial sessions, we explored each of the criterion for both language and task fulfilment. I learned to look at criterion both in the bands above and below my tentative grade in order to better justify my assessment decision. I also learned to prioritise giving feedback on the most profitably remedied area for improvement, rather than attempt to improve each and every criterion.
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The assignment was also useful in helping me to make targeted recommendations to improve repetitive but otherwise grammatically sound sentences (e.g. reduce reliance on coordinating conjunction 'and'), and to identify grammatical errors such as subject-verb agreement, tense errors and preposition errors. These are common errors which I can then identify in subsequent work.
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A copy of my assignment can be found below.
Please find below copies of the individual assignments 2 and 3: