Task3_Assessment_Wan Nur Arisya Binti Wan Mohd Radzi

NAMA JABATAN / UNIT: PERANCANGAN PENYELIDIKAN DAN INOVASI
INSTITUT PENDIDIKAN GURU KAMPUS BAHASA ANTARABANGSA
LEMBAH PANTAI, 59200 KUALA LUMPUR

TUGASAN KERJA KURSUS
(INDIVIDU)

SEM 3 / 2021

Nama : WAN NUR ARISYA BINTI WAN MOHD RADZI

Angka Giliran : 2020212350085

Nombor Kad Pengenalan : 010412-03-1006

Kumpulan/Unit : PISMP TESL D JUN 2020

Kod dan Nama Kursus : TSLB 3243 CHILDREN AND LITERACY

Nama Pensyarah : DR MUNIRAH BINTI HANAFI @ MOHD GHANI

Tarikh Hantar : 17 SEPTEMBER 2021

Tarikh Diterima :

(Diisi Oleh Pensyarah)

Pengakuan Pelajar

Saya mengaku bahawa kerja kursus ini adalah hasil kerja saya sendiri kecuali nukilan
dan ringkasan yang setiap satunya saya jelaskan sumbernya.

Pengesahan Pelajar

Saya mengesahkan bahawa maklum balas yang diberikan oleh pensyarah telah saya
fahami.

Tandatangan Pelajar : Jumlah markah:

Tarikh :

Catatan : Pastikan pensyarah telah memberi maklum balas di dalam tugasan kerja kursus
pelajar.

Type of assessment tool Assessment tool
Year
Topic Checklist
Year 1
Literacy skills Topic 4 – Lunchtime

1. Letter knowledge
2. Vocabulary

Materials used:
Activity 1

1. YouTube Video
https://www.youtube.com/watch?v=KBoyNMSkhHo

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2. Flashcard
2

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Steps to conduct the activity:
1. Teacher plays the YouTube video to the pupils.
2. Pupils are encouraged to sing along and produced the letter sound mentioned in the video.
3. Teacher plays the video one more time to the pupils to help them have better

understanding of the different sounds each letter produced.
4. Teacher shows the flashcards to the pupils that containing the same food mentioned in

the video with clearer picture.
5. Pupils said the letter that the food started with and repeat the name of the food after the

teacher.
6. Teacher mentions random food name and asked pupils to guess the letter that the word

started with.
7. Pupils need to raise hand and mention their name in order to receive permission to

answer.
8. Teacher gives feedback and discuss the answers with the pupils at the end of the lesson.

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Activity two
1. Jamboard
https://jamboard.google.com/d/1Qct195JFa8nH-
oAwEH5Q1Hqc3HOtCrjyMxjD_9peEhc/edit?usp=sharing

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Steps to conduct the activity:
1. Teacher distributes the link to the jamboard to the pupils.
2. Teacher explains the steps to play the game using the example video given in the
jamboard as guidance.
3. Teacher provide 10 minutes to answer the questions in the jamboard.
4. Pupils read the questions and drag the correct food into the tray.
5. Teacher checks the answers with the pupils and gives feedback on their performance.

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Assessment tool – Checklist

Individual Observation Checklist

Name: ___________________________________ Class: _____________

Teacher: _________________________________

Topic: _____________________________

Skill Category Yes Maybe No

Letter knowledge

Listen to the audio attentively
Listening

Recognize and differentiate each letter sounds

Reproduce target language phonemes intelligibly

State all the letters and words from the song
Speaking according to its orders

Recognize and give the starting letter from the words
mentioned orally

Voluntarily answer the questions asked

Attitude Adhere to the instruction given
- Raising hand
- Mentioning respective name

Vocabulary

Recognize the shape of the letters in the alphabet

Reading Distinguish and articulate the words given fluently

Understand the main idea of the sentence given and
drag the correct food to the tray

Read and enjoy simple digital games at word level

Adhere to the time given
Attitude

Listen and act according to the instruction

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Example of completed checklist

Individual Observation Checklist

Name: Nurul Amalia Qistina binti Zahari Class: 1 Cemerlang

Teacher: Wan Nur Arisya binti Wan Mohd Radzi
Topic: Topic 4 – Lunctime

Skill Category Yes Maybe No

Letter knowledge

Listen to the audio attentively /
Listening /

Recognize and differentiate each letter sounds

Reproduce target language phonemes intelligibly /
/
State all the letters and words from the song /
Speaking according to its orders
/
Recognize and give the starting letter from the words
mentioned orally

Voluntarily answer the questions asked /

Attitude Adhere to the instruction given
- Raising hand
- Mentioning respective name

Vocabulary

Recognize the shape of the letters in the alphabet /

Reading Distinguish and articulate the words given fluently /

Understand the main idea of the sentence given and / /
drag the correct food to the tray / /

Read and enjoy simple digital games at word level

Adhere to the time given
Attitude

Listen and act according to the instruction

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Justification to the materials used
Activity 1

In the activity 1, I choose YouTube video “Food Alphabets ABC Phonics Song” and a set
of flashcards in introducing letter, new vocabularies and the correct pronunciation to the words. I
choose the specific YouTube video because the content covers both vocabularies related to the
topic and follows the sequence of the alphabet which make it more recognizable by pupils and
increase their memorization skill. Furthermore, the song introduced in the video includes the
correct basic phonics to the pupils in a very captivating and interesting method by matching the
words to the beat of the music. Hence, pupils are able to automatically reproduce what they heard
in the song and improve their correspondence to the words sound.

Furthermore, the usage of flashcards helps to increase pupils’ retention and provide detail
explanation on letters recognizing to the pupils. This visual learning makes language experience
more alluring and motivating to ensure the language learning experience not only successful but
also interesting. It considered the function of visual learning as one of the most exciting and
stimulating method to be introduced to young pupils (Baratta, 2010 as cited in Philominraj, A.,
2017). The flashcards then help to introduce the letter mentioned in the audio in term of uppercase
and lowercase to familiarized the pupils to its shape and function that the YouTube video could
not support.

Activity 2
In the activity 2, I choose Jamboard and create an interactive game named “Filled my tray”

that enable pupils to read the sentence given and provide correct answer to the question. I choose
Jamboard as a medium because it allows pupils to drag anything easily compared to others
platform. Furthermore, through Jamboard, pupils will be able to jump from one page to other page
easily as in flipping a book. It will help students stay focus and engage to the activity.

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Justification to the assessment tool used

Checklist

Checklist is defined as an assessment guideline listing skill, behaviour or characteristic to
help guide and record teacher observation of pupils as they perform certain tasks (Scholastic
literacy, 2000). I choose checklist as assessment tool for these activity as it is considered to be
quick and easy way to find out about pupils’ understanding and progress. Furthermore, checklist
also set out skills, strategies and behaviours for evaluation and offers ways to systematically
organized information about pupils (Lauzon, N., 2014). Therefore, by using checklist, I am able to
combine both of my activities into one checklist while maintaining the organization of the specific
criteria that I decided to assess on my pupils. The criteria that I have chosen include different
types of skills like listening, speaking, reading and behavioral aspect. In addition, checklist
assessment also allows teachers to be flexible by taking pupils’ progression data informally
through out the lesson. This can be seen when I am assessing pupils during guessing activity in
activity one. During the process, the instruction required pupils to raise their hand and mention
their name in order to receive opportunity to answer the questions given. During this moment,
teacher unnecessarily need to hold a pen, checklist paper and check whether all pupils adhere to
the instruction given. Teacher can just observe the situation and provide information that teachers
can see at a glance and make mental note on what pupils are able to do at the moment; whether
the pupils able to act in certain behaviour or whether they are able to understand the lesson
provided by giving correct answer.

The use of checklist is also effective in supporting pupils learning where it encourages
pupils to play an active role, not only in their assessment but also in the learning process. It is
supported by Responsive Classroom, (2018) that checklist acts as useful reminders of specific
expectations and can help students stay focused and on task when working independently. This
can be seen from the behavioural aspect in the assessment for activity one where the volunteer
to answer questions given are taken into account in the assessment. It will drive pupils’ passion
to try and volunteer themselves during questions session in order to admit themselves to the
checklist and receive positive outcomes for their assessment. In other case, checklist also helps
pupils in completing their task independently by staying focus on the objectives the lesson
required. During the independent session on activity two, this checklist will help students develop
the understanding of the expected behaviours and outcomes from the teacher, thus expecting
them adhere to the time limit and completing the task given.

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To add on to that, checklist also provide students with tools that they can use for self-
evaluation. It is supported that the usage of checklist as assessment tool are varied starting from
single-use design, multiple use design, teachers as observer, peers as observer or self-
assessment (Lauzon, 2014). With the materials chosen in introducing literacy skill, pupils are able
to reflect and evaluate upon their own progress when doing the activity. Therefore, teachers can
provide the checklist to the pupils and take their personal thoughts upon their own learning
process. Teachers may also observe the pupils and compare the result of the observation with
the pupils’ self-assessment to get a better understanding of what they need to reach their full
potential. This type of assessment tool does not only benefit teacher in work load, but also
students in improving their learning style to increase their understanding.

Checklist as assessment tool really beneficial as it helps in making the learning and
assessment process seems natural and less stressful for pupils. This environment will help
teachers to precisely evaluate pupils’ understanding to the topic and their behavioural aspect.

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References
Responsive Classroom. (2018). The joyful classroom: Practical ways to engage and challenge

students K-6. Center for Responsive Schools, Inc.
Scholastic Literacy. (2002). Teacher resources: Assessment tool types. Scholastic Inc.

https://www.scholastic.com/content/dam/teachers/articles/migrated-files-in-
body/lessonrepro_reproducibles_profbooks_red_tr_c03s03_assesstool.pdf
Lauzon, N. (2014). Checklist and achievement charts. https://www.ldatschool.ca/checklists-
achievement-charts/

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