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Formative Assessments:
Formative Assessments:
Vocabulary quizzes: match Chinese words with their meaning, write down the meaning of Chinese characters, fill in the blank (choose the most appropriate one to complete sentences)
Speaking practice by role play: there are two speaking practices in total. Two people in a group, one person being a customer, and the other one being a server and exchange the role for next time. Students will get feedback according to grammar, pronunciation and the usage of vocabulary and sentence structure.
Writing assignment (type-out): students will use assigned sentence structure and grammar to create a short conversation, and students will get feedback from peers and instructors. (For each writing assignment, some students will be chosen randomly to act out their conversation)
SUMmATIVE ASSESSMENTS:
SUMmATIVE ASSESSMENTS:
The Summative assessment consists of an oral exam (35%) and a final exam (20%). Passing the class with 50% and above is required and above 70% (including 70%) is required to go to the next level.
Grading Scheme:
Grading Scheme:
Assessment Rationale:
The assessment approach for evaluating the learners' progress in daily communication in Chinese has been carefully selected based on the course's nature and target audience. We have prioritized practicality and accessibility in our assessment methods, considering the course's duration and the learners' familiarity with specific assessment schemes.
1 Vocabulary Quiz
2 Writing Assignment
3 Speaking Practice
4 Final Exam
To foster continuous feedback and create opportunities for improvement, we have seamlessly integrated regular formative assessments throughout the course. These assessments have been designed to provide learners with ongoing feedback on their progress. It is important to note that the formative assessments hold a lower weightage than the summative assessments. This approach aims to alleviate any perceived pressure and create a less high-stakes environment for the final summative assessment.
Through the thoughtful integration of these assessment styles and strategies, we aim to comprehensively evaluate learners' progress and proficiency in daily communication in Chinese. Simultaneously, we strive to create a learning experience that is motivating, rewarding, and conducive to their language development. According to Black and Wiliam's seminal work on formative assessment, regular and timely feedback is crucial for promoting student learning and improvement (Black & Wiliam, 1998). Their research suggests that formative assessments, which focus on providing ongoing feedback and identifying areas for improvement, significantly impact student achievement. By integrating regular formative assessments throughout the course, learners receive continuous feedback on their progress, allowing them to identify areas of strength and areas that require further development. This approach, combined with the lower weightage of formative assessments compared to summative assessments, creates a supportive and low-pressure environment for learners, enhancing their motivation and promoting continuous improvement.
References:
References:
University of Victoria. (n.d.). Grading - Undergraduate Academic Regulations. In University of Victoria Calendar. Retrieved from https://www.uvic.ca/calendar/future/undergrad/index.php#/policy/S1AAgoGuV?bc=true&bcCurrent=14%20-%20Grading&bcGroup=Undergraduate%20Academic%20Regulations&bcItemType=policies
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
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