TSLB3243_TASK 3_DESIGNING ASSESMENT TOOLS

"MY CLASSROOM" BENEFITS

YEAR 2 Mawar Provide knowledge to the students
of the classroom objects around
materials them.
Enables the students to recognize
Flashcards and remember the classroom
objects.

Song JUSTIFIACTION (THE USE

Worksheet OF MATERIALS & activity)

OBJECTIVES The Matching Word is an enjoyable
way to assess an initial
To teach students the common
names of objects in a classroom. understanding of words and
To enhance students' vocabulary. concepts(Allen 2006).
To allow students to recognize
letters. Flashcards are clear and colorful, and
they can have a positive effect on
the visual learning process of the
students (Gelfgren, 2012).

Songs are “especially good at
introducing vocabulary because
songs provide a meaningful context
for the vocabulary (Griffee, 1992)

steps Worksheet can encourage students’
interest if the worksheet arranged
1. Teacher plays "School Supplies Song" and systematically and can growth
follows the actions in the song with the students’ motivation to learning
students. and curiosity (Endang, 2008)

2.Teacher teaches examples of objects in a links to the materials
classroom using flashcards.
https://youtu.be/hjFaqDNUVFo
3. Students will repeat the words after the
teacher. https://wordwall.net/play/21548/023/901

4. Teacher will provide a link to the "Match the https://drive.google.com/file/d/1Kx29RtrUWr
objects worksheet". aWV-UiolKKs1aTVefOmxO_/view?
usp=sharing
5. Students will work individually to complete the
activity.

6. Teacher will discuss the answers with the
students.

FLA

ASHCARDS

bag desk

pencil scissors

chair whiteboard

notebook ruler

eraser glue

crayons bookshelf

lunchbox water
bottle

painting brush clock

"SCHOOL SUP

PPLIES SONG"

WORK

KSHEET





TSILKCEHC LOOT JUSTIFICATIONS
TNEMSSESSA
(GAWANDE (2009)

“Checklist provide a cognitive net.
They catch the mental flaws inherent

in all of us – flaws of memory and
attention and thoroughness".

(SHII & BABA, 2003)

Checklists are used in education for
developing assessments.

(HOSIE & SCHIBECI, 2005)

Checklists are used in evaluating
materials.

(ANDY SINGER, 2014)

Checklists can help us stay more
organized by assuring we don’t skip

any steps in a process.

Justification for the Assessment Tool: Checklist

1.0 Introduction

Assessment is a fundamental part of the educational process. Traditionally assessment is
aimed at finding out and record on what has been learned thus its connection with classroom
activities. Assessment is also utilized in ‘selecting, controlling or motivating students, and to
satisfy public expectations as to standards and accountability (Biggs, 2003). The following
paragraphs will be examining the effectiveness of the checklist as an assessment tool for year
two pupils during English lessons.

2.0 Assessment Tool: Checklist

An assessment instrument is a tool that is used to collect data for each outcome (Wiggins,
1998). One of the assessment tools that I have integrated into this coursework is a checklist to
assess the year 2 students on one of the literacy skills which is vocabulary. A checklist provides
a method for evaluating the presence or absence of skill, behavior, or mastery in a student and is
generally formulated as “yes” or “no” questions.

3.0 Effectiveness of Checklist

I have chosen a checklist because a checklist can be utilized to examine the materials
that I included in my teaching. For example, evaluate the visuals, songs, and worksheets that are
incorporated in my teaching. This is to make sure that the materials that I use are suitable and
relevant for the lesson and also to make sure that pupils are encouraged to learn better through
the teaching aids. Similarly, (Hosie & Schibeci, 2005) asserting that checklists are used in
evaluating materials. Besides that, I am using the checklist to identify the strength and
weaknesses of my activity. For example, I have chosen a checklist to know the strength of my
vocabulary activity and also the weakness of my activity so that I could discover other methods
and approaches to use in my upcoming teaching lessons. This is supported by research done by
“(Gawande, 2009)” asserting that the Checklist Manifesto is the way of How to Get Things Right.
Other than that, a checklist aid me to keep track of my pupils’ behavior throughout this activity.
For instance, I can evaluate student’s confidence in trying to answer the worksheet, the
cooperation between the pupils in completing the group tasks, and also the ability of the pupils.
This is because if my pupils’ behavior is getting out of control like they resist collaborating with
their peers and disobey my instructions, I can implement practical interventions based on my
pupils’ behavior before my upcoming lessons with them.

4.0 Conclusion

In conclusion, a checklist is one of the effective tools in assessment. To make sure that
an effective teaching and learning process takes place, a checklist can be used as an evaluation.

References

Biggs, J. (2003). Teaching for quality learning at university. Berkshire: Open University Press.
Gawande, A. (2009). The Checklist Manifesto – How to Get Things Right.

New York: Metropolitan Books,
Hosie, P., Schibeci, R., & Backhaus, A. (2005). A framework and checklists for evaluating online
learning in higher education. Assessment & Evaluation in Higher Education, 30(5), 539-553.
Wiggins, G. (1998). Educative Assessment. Designing Assessments to Inform and Improve

Student Performance. San Francisco: Jossey-Bass Publishers.

Checklis

Name: ______________________________
Class: ______________________________

TOPIC:

Based on all the criteria listed below for each section, please

SECTION A: EFFECTIVENESS OF TEACHING MATERIALS

Criteria
1. The material is well designed.

E.g. colourful, clear audio, and attractive visuals.
2. The materials are interactive.
3. The materials are easily accessible.

E.g. the link/button is working.
4. The materials is suitable for year 2 pupils.

E.g. the commands are easy to follow.
5. The materials encourage and support active participat

E.g. allows sharing and collaboration.

st Form

tick (/) to indicate your view. Maybe No
S

Yes

tion.

SECTION B: EFFECTIVENESS OF THE TEACHING STEPS
PROCEDURES

1. Teacher play “School Supplies Song” from the YouTu
contains the vocabulary to be learnt).

2. Teacher present flashcards which contain example of
classroom.

3. Teacher provide a link to “Matching the objects” works
4. Pupils work individually to complete the worksheet.
5. Teacher discuss the answers together with the studen

SECTION C: PUPILS BEHAVIOURAL CHECKLIST

Pupils Behavioural

Interest
● Pupils participate actively in learning.
● Pupils respond to teacher’s question confidently and p
● Pupils show confidence and excitement before lesson

S Yes Maybe No
ube (which
f objects in a
sheet.

nts.

Checklist Tick (/)
Yes No

passionately.
n.

● Pupils show confidence and excitement during the les
● Pupils show confidence and excitement after the lesso
Individuality
● Pupils take initiative to complete the worksheet given.
● Pupils asks question when they do not understand.
● Pupils complete the worksheet on time.
Communication
● Pupils tolerates with others on a particular matter.
● The activity encourage pupil to communicate.
● Pupils interrupts politely in conversation.
Critical Thinking
● Pupils use the knowledge gained from the presentatio
● Pupils recall back the spelling of the words to match th

sson.
on.
.

on to complete the given worksheet.
he objects correctly.