Assessment and Evaluation of English Learning Modules

Assessment and evaluation of face Learning ModulesAssessment and EvaluationWe did the worksheets for the Standard Four pupils in SJK (T) RRI. The worksheets that we did are whole Six to unit of measurement cristal. Unit Six is itemise Me A trading floor, Unit Seven is Be Safe and Unit 8 is Save, Spend Wisely. Unit Nine which is Stories from other lands and lastly Unit Ten is Lets Celebrate. We based our questions on the English Year 4 textbook and other relevant resources such as workbooks and educational newspapers. The worksheets incorporate of three take aims. The first level would be the High English attainment ( hip to(predicate)) and the symbol would be a triangle. Second level would be bonnie English Proficiency (AEP) and the symbol represented it would be square. The third level is Low English Proficiency (LEP) which is a carrousel. We tried our level beat out to come out with worksheets which are suitable for all the students to answer. All the worksheets tendi ng(p) bedevil its own answer sheets as well. This is to enable t severallyers to be intimate the answers. in that location are different number of questions and sections in each whole. This is because every unit has its own types of questions that tummy be formed. One question willinging be one mark. The worksheets consist of Multiple Choice Questions (MCQs), drive in the blanks, rearrange and rewrite the sentences and write sentences. We in like manner take into account skills such as class period, listening and speaking into our worksheets besides just writing. By this, students disregard change and do well in their future test or examinations. From the tryout worksheet, some students are capable of completing the worksheet, more(prenominal)over most of them occupy guidance from the teacher. They like the multiple weft questions because they just need to circle the answer instead of writing the answer by themselves. These worksheets prat divine service them becaus e it is a form of practising for them.Unit Five which is Tell Me A Story, the first section is where students are needed to choose the correct sentences by reading in the number in the correct box provided. In this section, the students need to read through the story first and then date out the sequences of the story. The story in this section is The Mouse- Deer and the Crocodile (Wignell, 2009). This enables students to imply well. As for the second part, students must join the two sentences into one. They must use and, scarce and because in order for them to join the sentences. The reason for this exercise is to enable students to exact how to join two different sentences into one. In order to let the students assure how to join the sentences, there will be an example provided for them. This will deal it easier for the students. The last section of the worksheet is fill in the blanks. This part, students are required to fill in the blanks to bump off the story. The story is The Fox and the Grapes (n. d, 2013). By this, students will be able to read the story and ascertain at the same time. This enables them to be creative in putting delivery that fits and tally with the story given.For Unit Seven, activity 1 and 2 are for the LEP students. Activity 1 is a reading activity which uses simple English for students to read. Activity 2 is MCQs. This can help the LEP students to choose answers from the choices given. However, question five will be fill in the blanks where students can give their own point of view. Here, students are required to think a bit. This can help in their Creative, Critical sentiment Skills (CCTS). Activity 3 is a reading activity, but it is for the AEP students. It uses long and challenging words. Activity 4, students are required to circle the words with the correct spelling. It is for AEP students. The words are longer and the word choices are close to each other. What makes it more challenging is that, the spelling might b e wrong, but the pronunciations can be the same. As for activity 5, students need to put the correct punctuations in the sentences. in that respect are short and long sentences. The longer the sentences the more punctuation needed in one sentence.In Chapter Eight, students are going to learn astir(predicate) how to save and spend money wisely. It is important to teach children roughly the pecuniary skills from young (Shin, 2013). In the first part of the worksheet, we try to enhance their reading and speaking skills. Reading and speaking skills are critical to childrens development, but it is important for their success in school and work (Boyse, 2010). Multiple choice questions can consider as an easy level, because they just need lonesome(prenominal) recognize a correct answer (Popham, 2011). For the AEP students, they can train their critical thinking skills from finding out the words from the diagram that had shown in the worksheet. Here, they can also cleanse their gramm ar skills. The students will do some exercises on the do and dont. They will be asked to write down a short sentence regarding the action in the pictures that had been shown.Moving on, there will also be questions where students need to calculate the total cost for owning each type of pet and write a short sentence in response to a direct question (Popham, 2011). In additional, since the topic is near saving and spending wisely, students need to write down their daily use of their spending. Picture of what they are saving for also can be worn in the space provided, as they will be asked to draw it. This can enhance their awareness in saving money.Chapter Nine would be Stories From other Lands. We first started with MCQs. Students will be required to read a loss given and answer the questions. In the second section of the worksheet which is filling in the blanks, the students grammar ability is being assessed. Section D, students was asked to complete the short sentences based on the pictures. In this section, we had given some words to help them construct and complete their own sentence. anyways that, complete the sentences based on the pictures are a useful way of finding information about physical objects (Yeh, Lee, Darrell, n.d.). These pictures also help students to construct sentences easily. Thus, this enables them to construct their own story. As for the last questions for Unit Nine, students ought to create any sentences regarding the pictures given. The story given was about the The Crow and the Pitcher. This is for the HEP students because students must make sentences with the correct grammar and punctuations.Lastly, in chapter ten, students are going to learn about festivals. Firstly, the LEP students will start by reading short paragraphs about other agricultures. These include the cultures of Chinese, Muslims and Murut. We included a paragraph about the culture of the minority group in Malaysia which is Murut. By doing so, students will be receptive to more minority groups in Malaysia besides Kadazan-Dusun which will be taught in the textbook. In the second session, for AEP students, we had prepared questions where students are required to fill in the blanks with the help of the picture given at each blank. With the help of visuals, students will be able to accurately retrieve the content associated with the visual (Kouyoumdjian, 2012). Besides filling in the blanks, MCQs were also being included in the worksheet. Lastly, as for the HEP students, they are required to complete the sentences based on the pictures and words given. The last question for this activity requires students in their CCTS where they have to think and answer the question.In conclusion, the purpose of all these worksheets is to make sure that the students improve on their English. A slight improvement is always better than nothing. When we interviewed the English teacher who is Ms Siti, she told us that the students there do not have high perform ance in English. They are weak in grammar and spelling. most of them cannot spell words correctly. This happens even though teachers try to guide them by going through all the exercise, question by question. Therefore, by loose them our worksheets, we hope to help them to be better in English and know the importance of that language.ReferencesBookPopham, W. J. (2011). Classroom Assessment What Teachers Need to Know. United States Pearson Education. meshwork resourcesBoyse, K. (2010). Reading, Literacy and Your Child. Retrieved from http//www.med.umich.edu/yourchild/topics/reading.htmChin, S. (2012, November Thursday). The goose that laid golden eggs. Retrieved July Tuesday, 2014, from Enjoy Reading, English Story Books http//englishstorybooks01. web logspot.com/2012/11/the-goose-that-laid-golden-eggs.html?m=1.Dr. Savitz, J. (2014). Tips for being untroubled. Retrieved July Thursday, 2014, from Rowan University http//www.rowan.edu/open/studentaffairs2/sexualviolence/tipsforbeingsaf e.html.Emma. (2004). Top 10 tips for staying safe online. Retrieved July Wednesday, 2014, from Safety net Kids http//www.safetynetkids.org.uk/personal-safety/staying-safe-online/.Haker, F. (1931). Safety first. Retrieved July Thursday, 2014, from Books of Short Stories http//bookofshortstories.com/stories/safety-first.htm.Kouyoumdjian, H. (2012). Learning through visuals. Retrieved from http//www.psychologytoday.com/blog/get-psyched/201207/learning-through-visuals(N. d.). (2013). The fox and the grapes.Retrieved 21 July 2014 fromhttp//www.moralstories.org/the-fox-and-the-grapes/Panda, S. L. (2013, January Monday). A beautiful meter on Childrens Day. Retrieved July Thursday, 2014, from PoemHunter.com http//www.poemhunter.com/poem/a-beautiful-poem-on-children-s-day/.Shin, L. (2013). The 5 Most Important Money Lessons To Teach Your Kids. Retrieved from http//www.forbes.com/sites/laurashin/2013/10/15/the-5-most-important-money-lessons-to-teach-your-kids/Stephen. (2008, September Saturd ay). Learn and earn. Retrieved July Wednesday, 2014, from Motivation http//academictips.org/blogs/learn-and-earn/.Wignell, E. (2009). The mouse-deer and the crocodile. Retrieved 21 July 2014 fromwww.edelwignell.com.au/docs/the-mouse-deer-and-the-crocodile.pdfYeh, T., Lee, J. J., Darrell, T. (n.d.). characterization-based Question Answering. Retrieved from http//www.icsi.berkeley.edu/pubs/vision/Yeh Photo base d-1.pdf