Using formative assessment rubrics in Languages - Chinese ...



Using formative assessment rubrics in Languages LINK Word.Document.12 "\\\\vcaafs01\\production$\\STATIONERY\\VCAA Microsoft Template Images\\Word Template\\TD - VCAAA4portraitCover.dotx" "OLE_LINK1" \a \r \* MERGEFORMAT Chinese Levels 5 and 6-2171703895634 LINK Word.Document.12 "\\\\vcaafs01\\production$\\STATIONERY\\VCAA Microsoft Template Images\\Word Template\\TD - VCAAA4portraitCover.dotx" "OLE_LINK1" \a \r \* MERGEFORMAT Authorised and published by the Victorian Curriculum and Assessment AuthorityLevel 7, 2 Lonsdale StreetMelbourne VIC 3000? Victorian Curriculum and Assessment Authority 2019.No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by permission from the VCAA. Excepting third-party elements, schools may use this resource in accordance with the VCAA educational allowance. For more information go to: VCAA provides the only official, up-to-date versions of VCAA publications. Details of updates can be found on the VCAA website: vcaa.vic.edu.au.This publication may contain copyright material belonging to a third party. Every effort has been made to contact all copyright owners. If you believe that material in this publication is an infringement of your copyright, please email the Copyright Officer: vcaa.copyright@edumail..auCopyright in materials appearing at any sites linked to this document rests with the copyright owner/s of those materials, subject to the Copyright Act. The VCAA recommends you refer to copyright statements at linked sites before using such materials.At the time of publication the hyperlinked URLs (website addresses) in this document were checked for accuracy and appropriateness of content; however, due to the transient nature of material placed on the web, their continuing accuracy cannot be verified.The VCAA logo is a registered trademark of the Victorian Curriculum and Assessment Authority.Contents TOC \h \z \t "VCAA Heading 1,1,VCAA Heading 2,2,VCAA Heading 2b sample,3" What is formative assessment? PAGEREF _Toc23259309 \h 4Using formative assessment rubrics in schools PAGEREF _Toc23259310 \h 4The formative assessment rubric PAGEREF _Toc23259311 \h 5Links to the Victorian Curriculum F–10 PAGEREF _Toc23259312 \h 5The formative assessment task PAGEREF _Toc23259313 \h 7Description of the task (administration guidelines) PAGEREF _Toc23259314 \h 7Interpreting evidence of student learning PAGEREF _Toc23259315 \h 9Setting the scene PAGEREF _Toc23259316 \h 9Sample 1 PAGEREF _Toc23259317 \h 10Sample 2 PAGEREF _Toc23259318 \h 13Using evidence to plan for future teaching and learning PAGEREF _Toc23259319 \h 16Teacher reflections PAGEREF _Toc23259320 \h 16Appendix 1 PAGEREF _Toc23259321 \h 17Appendix 2 PAGEREF _Toc23259322 \h 18Appendix 3 PAGEREF _Toc23259323 \h 21Appendix 4 PAGEREF _Toc23259324 \h 22Appendix 5 PAGEREF _Toc23259325 \h 23What is formative assessment?Formative assessment is any assessment that is used to improve teaching and learning. Best-practice formative assessment uses a rigorous approach in which each step of the assessment process is carefully thought through. Assessment is a three-step process by which evidence is collected, interpreted and used. By definition, the final step of formative assessment requires a use that improves teaching and learning.For the best results, teachers can work together to interrogate the curriculum and use their professional expertise and knowledge of their students to outline a learning continuum including a rubric of measurable, user-friendly descriptions of skills and knowledge. Teachers can draw on this learning continuum and rubric to decide how to collect evidence of each student’s current learning in order to provide formative feedback and understand what they are ready to learn next. The VCAA’s Guide to Formative Assessment Rubrics outlines how to develop a formative assessment rubric to collect, interpret and use evidence of student learning to plan teaching and learning. For more information about formative assessment and to access a copy of the guide, please go to the Formative Assessment section of the VCAA website.Using formative assessment rubrics in schoolsThis document is based on the material developed by one group of teachers in the 2019 Formative Assessment Rubrics project. The VCAA acknowledges the valuable contribution to this resource of the following teachers: Xi (Wendy) Wu, (Bacchus Marsh Primary School) and Shengjie Chiu (Bendigo Senior Secondary College). The Victorian Curriculum and Assessment Authority partnered with the Assessment Research Centre, University of Melbourne, to provide professional learning for teachers interested in strengthening their understanding and use of formative assessment rubrics.This resource includes a sample formative assessment rubric, a description of a task/activity undertaken to gather evidence of learning, and annotated student work samples. Schools have flexibility in how they choose to use this resource, including as:a model that they adapt to suit their own teaching and learning plansa resource to support them as they develop their own formative assessment rubrics and tasks.This resource is not an exemplar. Additional support and advice on high-quality curriculum planning is available from the Curriculum Planning Resource.The formative assessment rubricThe rubric in this document was developed by two Victorian teachers to help inform teaching and learning in Chinese. This rubric supports the explicit teaching of sentence structure. This formative assessment rubric is designed to be used in conjunction with the formative assessment task to provide teachers with information about a student’s ability to apply learnt vocabularies to a target sentence structure. It is designed to enable students to show that they can:translate vocabulary from Chinese to English and vice versa copy Pinyin and Chinese characters create sentences following a modelled sentence structure. Please note that this rubric was not designed to assess accuracy in writing Pinyin, such as assessing correct spelling of Pinyin and labelling tones on vowels. The rubric focuses on a student’s understanding of the grammatical structure of sentences in Chinese and their ability to apply vocabulary learnt from current and/or past language topics to create sentences. Links to the Victorian Curriculum F–10Curriculum area:Languages Chinese Second LanguageStrand: CommunicatingSub-strand: Translating Band:Level 5 and 6Achievement standards extract: [Students] recognise the features of the Chinese writing system and apply their knowledge of the formation of characters in their own writing.Content descriptions:Interpret and translate simple texts used for everyday purposes, identifying actions, words and phrases that do not readily translate into English?(VCZHC039)Create own bilingual texts such as signs, displays and posters?(VCZHC040)Learning continuum Chinese Second Language, Level 5 and 6 Strand: Communicating Sub-strand: Translating Phase 1Phase 2Phase 3Phase 4Students copy words in English and Pinyin, which reflects their ability to interpret the meaning of words.Students copy words or phrases in English, Pinyin and Chinese characters, which reflects their ability to interpret the meaning of words.Students write full sentences in English, Pinyin and Chinese characters, which reflects their ability to interpret the meaning of words.Students create sentences in English, Pinyin and Chinese characters using a given bank of vocabulary from current and past topics, demonstrating understanding of sentence structures and ability to translate.?Organising elementActionInsufficient evidenceQuality criteriaCreating texts1. Writes characters 1.0 Insufficient evidence1.1 Copies some parts of characters from a given model1.2 Copies complete characters from a given model1.3 Copies complete characters that are well proportioned from a given model2. Translates between English and Chinese2.0 Insufficient evidence2.1 Uses Pinyin or characters that match the English meaning2.2 Writes Pinyin and characters that match the English meaning3. Uses vocabulary 3.0 Insufficient evidence3.1 Copies modelled phrases3.2 Constructs sentences using phrases related to the topic3.3 Expands sentences using vocabulary from current and past topics4. Structures sentences 4.0 Insufficient evidence4.1 Copies the sentence structure from a model4.2 Uses correct word order to construct sentences4.3 Extends the use of the sentence structure to create meaningThe formative assessment taskThe following formative assessment task was developed to elicit evidence of each student’s current learning and what they are ready to learn next.Description of the task (administration guidelines)Prior learningPrior to this assessment task, students should have gained the following knowledge from previous years of learning Chinese:Pinyin provides access to the sounds of spoken Chinese. Characters are the written form of Chinese, and the key to writing characters involves attending to proper structure, stroke, stroke order, balance and proportion. Chinese sentence word order may be different from English. In sessions leading up to this assessment task, students were explicitly taught the following language content in Pinyin and characters:Numbers from 1 to 99 Days of the week (Monday to Sunday, following the pattern of adding numbers after the keyword week – xīng qī 星期)Tell time in Chinese using o’clock – diǎn 点, minutes – fēn 分, half past – bàn 半. Students have not learnt to say AM or PMFive pronouns (I – wǒ 我, you – nǐ 你, he – tā 他, she – tā 她, it – tā 它)Verb to use in this unit – shàng 上 (have a certain subject)Sentence structure to express what subjects students have at certain times of a day – days of the week, pronoun + time + verb + subject + ‘lesson’. For example, 星期一，我九点上英语课。I have English class at 9 o’clock on Monday. Vocabulary on the topics of sports and hobbies with verbs.Note, students have not learnt the vocabulary for subjects in Chinese and it is not a requirement in this task.TaskStudents are given a Chinese primary school timetable to read (written partially in English, Pinyin and characters). They interpret this information in writing to describe the subjects they are scheduled to have at a particular time of the day. Students write in the above sentence structure in Pinyin and characters in their booklet. Instructions:Display the primary timetable (Appendix 1) on a whiteboard for the class. Explain the layout of the timetable:The day is broken into mornings and afternoons.Days of the week are displayed across the top row.Time of the day is displayed in the left column.Subjects are displayed in Pinyin, characters and English. There are three lengthy breaks (morning exercise, lunch, eye exercise) throughout the day, with 10-minute breaks between each class.Ask questions to assess student understanding of the layout of the timetable. Hand out task booklets for each student (‘My school life’ booklet, Appendix 2), plus language reference lists (for example, lists of days of the week and time).Demonstrate the first example in the booklet. Students need to create sentences (minimum of four sentences) based on the information they extract from the timetable material. Display and hand out language reference materials on hobbies and sports, such as:‘Family members’ poster (Appendix 3)‘Sports’ poster (Appendix 4)‘Hobbies’ poster (Appendix 5)Demonstrate to students that they can replace the verb + subjects (shàng yīng yǔ 上英语) with verb + hobbies (kàn diàn yǐng 看电影) or verb + sports (tī zú qiú 踢足球) to create new sentences. Give time for students to complete this independent writing task individually. Collect students’ writing booklets. Evidence collected from this taskStudent writing booklet Interpreting evidence of student learning Evidence collected from each student was mapped against the rubric:The quality criteria that were achieved was shaded in blue. 19050353060The phase that the student is ready to learn next was shaded in green.Please note, the following annotated student work samples are representative examples only.Setting the sceneThe formative assessment task was implemented with a Grades 5 and 6 class in an inner regional government school.Sample 1160655288925160655154940Sample 1: Evidence of student learningAnnotations2.1 – The student used only Pinyin to indicate that he is able to translate sentences in English to Chinese. 3.3 – The student included vocabulary from previous learning.4.3 – Becoming confident with the sentence structure, this student created three correct sentences beyond basic expectation to show that he has reached quality criterion 4.3. Insufficient evidence:1.0 – There was insufficient evidence to indicate whether this student can or cannot write Chinese characters (action 1). During a conversation with the student afterwards, he indicated that there wasn’t enough time given for him to write characters as he knew it usually takes him a long time. What is the student ready to learn next?The student was assessed as ready to learn Phase 4 next. Although this student was assessed as having achieved only quality criteria 1.0 and 2.1, he reached the high end of action 3 and action 4 and this assessment task is focused on a student’s ability to translate between English and Chinese. There was sufficient evidence to indicate this student can do so, thus I placed him as ready to learn phase 4. 0728345However, follow-up as to whether the student can indeed write Chinese characters should be conducted and his work should be assessed against action 1 and 2 of the rubric and determine when he will be ready to progress to higher levels in these actions. Any feedback givenThis student was congratulated on understanding and applying vocabulary from various topics to their sentences. The importance of Chinese characters in Chinese language was mentioned to him and I suggested he practise tracing and writing characters. 171450590550Sample 2314325362585Sample 2: Evidence of student learningAnnotations1.3 – The student completed the entire writing task in Chinese characters within the given time. The characters are well structured and proportioned. This indicates the student achieved quality criterion 1.3. 2.2 – The student labelled Pinyin above every character he wrote, and the sentences he created matched the English meanings. This indicates he achieved quality criterion 2.2.3.3 – Achievement of quality criterion 3.3 is indicated through the last two sentences created by the student – talking about his family doing sports instead of him having certain lessons during a specific time on a certain day. Indirect evidence:4.2 – The work sample showed this student was able to achieve quality criterion 4.3 but made repeated mistakes when placing words in the correct order (quality criterion 4.2). After receiving questions from quite a number of students, it became clear that a fault in this worksheet (a longer blank across two rows) led to student confusion, and in this case the student had written an extra word (课 kè) to fill in the extra blank. What is the student ready to learn next?-15240511175This student has clearly achieved the highest phase on this rubric. An extended rubric and a more challenging task is required to show what the student is ready to learn next. Any feedback givenThe student was praised for completing the writing task according to instructions. Special mention was made of his well-written Chinese characters to encourage continuing effort. The student was prompted to use more vocabulary from previous learning to create more complex sentences. Using evidence to plan for future teaching and learningThe student data provided concrete information to supported my assessment of students, including class observation and other assessment results. The data suggested most students had a good grasp of the vocabulary learnt during this topic, but they found it challenging to produce correct sentences. Lack of practice in writing Chinese characters was also evident.If time allowed, I would plan a session with three focus groups, where the higher achievers would work on sentence building through games and more writing practice. Lower achievers would practise vocabulary through online games such as Quizlet. There would also be material provided for some students to focus on writing characters. I would make it clear that practice with writing Chinese characters is important.Teacher reflectionsIf I were to implement this formative assessment task again, I would show the rubric to my students before they start the task. I would also ask students to assess their own work, as well as their peers’ work, against the rubric to have a better understanding of where they are at in their class. Appendix 1-76200134638-320040348615Appendix 2-87630106680-8763010668086360397510Appendix 3384481439420Appendix 4303471999Appendix 5 ................
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