MFEA-456 TG - Book - Page 18
choose those items which are most relevant or which were most emphasized in the
unit, and ask pupils to respond only to them. Another use of the checklist is for the
teacher to have each pupil pick the three things s/he feels s/he does best, and one
or two things s/he would like to do better.
Pupils must be encouraged to answer honestly and be reassured that the
information will help make teaching and learning more effective. It is not a test and
will not be graded. Once pupil’s self-assessment checklists have been collected,
the teacher fills in his/her assessment of each pupil on each of the items and adds
comments. Now the teacher compares the assessments, paying particular attention
to discrepancies. This Student-Teacher Assessment Tool serves as a basis for the
Student-Teacher Conference.
c. The Pupil-Teacher Conference
During the first week or two after a unit has been completed; the teacher
meets individually with pupils (this can be done while the class is working in
their Activity Books). During the conference, the teacher discusses the pupil’s
self-assessment and progress and together they decide on what can be done
to improve learning. During the meeting the teacher should, together with the
pupil, review work in the Activity Book and ask the pupil specific questions about
what s/he is learning in class. Note! Pupils’ self-assessments might be related to a
general sense of low self-esteem or confidence in English. The teacher can use the
opportunity to provide support and enhance the pupil’s confidence by pointing
out areas in which s/he is doing very well.
d. Beginning Reading and Writing Checklist
This checklist helps the teacher monitor the pupils’ acquisition of the alphabet, sound
system, decoding skills, reading and writing. At the end of each unit there is a checklist
which includes the main objectives in the above areas for that specific unit. Throughout
the unit the teachers should keep track of the pupils’ performance in the various areas
by observing their performance in classroom activities and in their Activity Books. This
will enable the teacher to note difficulties and provide appropriate instruction.
e. The Storybook Checklist
As My First English Adventure is a story-based program the Storybook Checklist
will allow the teacher to monitor pupils’ development of emergent literacy
skills and acquisition of language related to the stories. By observing pupils
during ‘story reading’ sessions in the classroom and by calling pupils to discuss
a book the teacher can get a good idea of how the pupil is progressing on the
various items in the checklist. As the checklist is developmental, some items will
be relevant at the beginning of the program and others will become relevant
later on. Information on pupils should be obtained periodically throughout the
year to assess their progress and determine who needs special attention and
reinforcement.
By having pupils discuss the books, the teacher creates an authentic
and meaningful context not only for assessment but for using English for
communication as well. The following procedure can be used:
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