Task 2 (30 % Individual)

Justification

For task 2 we are require to design a test in a lesson plan that can be used to assess the
language skill or content area. The lesson plan is focus on grammar to teach the students
irregular verb. I am teaching year four and their level of proficiency is mixed ability. On the
previous lesson, I taught them this topic and done some activities to strengthen they
understanding on irregular verb. Therefore for the lesson plan that I pick and design is to assess
the students level of understanding on irregular verbs.
The phase when the assessment administered is at end of the topic that they learnt that
is irregular verb. The type of this test is achievement test which test what has been taught
throughout the two grammar lessons. With the purpose to evaluate effectiveness of teaching
and teaching material and method that I have done during the first lesson.
I believe that the assessments in my lesson plan are valid. The tests look like a good
one to my students as they can relate the assessments with the lesson that they learned
previously. Besides that, the content of the assessments are accurately reflects the content
standard and learning standard it is based on. For example my students able to use irregular
verb word class correctly and appropriately by the end of 6 year of primary schooling.
Refer to the lesson behavioral objectives, the students assessment result are better
than the behavioral objectives set by the teacher. That mean, the teacher need to set the
assessments level of difficulty higher than before and try not to underestimate the students
ability. In activity 1, show the assessment is concurrent. The teacher repeated the exercise in
the text book but this time, the students need to answer the questions reversely. To see if it
gives similar result to already validated tests done by the teacher in the previous lesson and the
result is similar.
One of the characteristic of a good test is reliability. Reliability is concerned with the
precision with which the test measures what the teacher wants to know. The assessments are
reliable because it produces the same result on the year 4 students whenever the test is
administered and whoever administer it and scores it. For example, there is only one person
marking the students works, therefore there is only one performance bands set by the teacher

to mark the assessments. The factor such as fatigue during marking doesnt exist because the
number of students is 5 students only. To make it simple, there is no inter-rater variability and
intra-rater variability happen during the marking process.
Practicality of the assessment is also important before conducting it. As I design the
assessment, take into account the students level of proficiency, time, number of students, and
cost. I design the questions based on the students level of proficiency and what they had learnt
before. This way, the questions are not too hard and too easy for them to answers. The lesson
take one hour to be conduct, therefore I make sure the assessments part in the lesson plan will
not time consuming. There are only few students in the class, so that teacher easily gives the
instructions to the students and they do correction together same like in a tuition class.
Overall the lesson went well and the assessment objective achieved at the end of the
lesson.

KSSR YEAR 4 DAILY LESSON PLAN

Date/Day
Time/Hour
Class
No. of pupils
Proficiency level
Theme
Unit
Topic

4 August 2015
9.20 am- 10.20pm
Year 4
4
Mixed ability
World of Stories
5
Rosemary and the Four Gutsy

Focus skill
Integrated skills
Educational

Gnomes.
Grammar
Writing, Listening and Speaking
Contextual Learning

Tuesday
1 hour
Boy : 1 / Girls :3

Page 41
Page 48-49

emphases
Content standard :
5.1 By the end of the 6- year primary schooling, pupils will be able to use different word classes
correctly and appropriately.
Learning standard :
5.1.3 Able to use verbs correctly and appropriately:
(a) irregular verbs
(b) verbs that do not change form
Behavioral objectives
By the end of this lesson, pupils will be able to :
1. Match at least 8 over 10 base words with their past tense using the correct irregular
verbs.
2. Change at least 6 over 8 irregular verbs into their base words.
3. Differentiate between regular verb and irregular verb
4. Choose at least 3 over 5 irregular verbs in their past tense for the answers.
5. Change at least 7 over 9 verbs in the brackets to past tense correctly.
Previous Knowledge Irregular verbs
Teaching Materials

Book text, white board, work sheet.

Moral Value/s

Do good deeds to other people.

Lesson summary
The focus skill of the lesson is grammar to teach irregular verb. For the set induction teacher
gives a test for the students, to assess the students understanding on the irregular verb table.
In the first activity, students need to read the sentences in the exercise and change the irregular
verbs into their base words. Activity 2, teacher teach irregular verbs to the students using the 10
words (make, see, come, teach, take, say, sell, pay, speak, throw) as examples. Then, activity 3
and 4 is for assessment, the first exercise is choosing the correct answers which the answers
are in simple past form and the second assessment is text completion where students need to
change the verbs to past tense both of the activities related to irregular verb.

Stage/Time/

Teaching and learning activities

Rationale

Content
1. Teacher greets and asks the date,
Set Induction

subject and day to the pupils.

-Activating prior knowledge on

irregular verb.

2. Make an incomplete table on the board.

(10 minutes)
9.30

3. Students complete the table by pasting

the base word or past tense to it correct
place.

Activity 1
(10 minutes)
9.40

1. Students read the sentences, and

-Revising the students prior

circle the irregular verbs.

2. After circling it, change the irregular

knowledge on irregular verb

verb into it base word.

3.
Students need to

read

the

sentences back, but this time the

irregular verbs already been change
to base words.

by repeating the exercise by

reversing the process.

Activity 2
Activity 2

1. Teacher teaches the irregular verb by

-Allowing pupils to do the

Teaching

comparing it with the regular verb rules.

activity using their own ability.

irregular verb

For example, make is an irregular verb

(15 minutes)

because the past form of make is made, and

-motivating

9.55

not "maked".

participate actively with the

Say is an irregular verb too. That is because

lesson.

pupils

to

the past form of say is said, and not sayed".

2. Then, students try to change the rest of the
words.
Activity 3

Teacher

Assessment

students and explains on how to do the

exercise.

( 20 minutes)
10.15

gives

the

Answers

work

sheet

provided

for

to

the

question

number 1 and the first blank space.

Activity 1 ( 10 min)
1. Students choose the correct answer
to complete the sentence.
Activity 2 (10 min)
1. Student change the verbs in the
brackets to past tense.

Closure

1. Teacher ends the lesson by asking the

(5 minutes)

students to state the 10 irregular verbs

10.20

in activity 2.

Teaching Aids

-Recall back on what they

had learned.

Name:

Class:
Date:
Assessment for Irregular verb

Choose and underline the correct answer. Question number 1 already been
answered.
1. The prince (took, takes) over the throne after the king died.
2. The elves (leave, left) after they finished making five pairs of shoes.
3. The king (tells, told) his people to work hard and live a better life this morning.
4. The knight (rides, rode) on his horse to save the princess from the evil queen last
night.
5. The beautiful princess (met, meet) her handsome prince and they lived happily ever
after.

Read the passage below. Change the verbs in the brackets to past tense. The first
blank already been filled.

Rosemary read (read) a book last night. It ________(is) about the elves and the
shoemaker. The shoemaker _________(become) very ill and could not afford to make
shoes. One night, two elves _________(come) to make shoes. They _________(cut)
and sewed many pairs of beautiful shoes for the shoemaker. They _________(put)
them on the shoe rack for the shoemaker see.
The next morning, the shoemaker __________(is) surprised to see the shoes.
He ________(sell) the shoes and had money to but the food. He _________(make)
beautiful clothes for the elves to repay them for their kindness.

Task 1 (30% Individual)

Report Writing

In task1, we are required to observe an English lesson and pay special attention to the
test type employed by the teacher to assess any language skill in the lesson. I observe Brendon
Melton to teach a topic about The School Rules. The focus skill is reading skill which is
integrated with listening and speaking. He taught year 3 students with a mixed ability level of
proficiency.
The test conducted by Brendon was during the lesson period. Which mean the test was
a formative test. A formative test is to monitor the progress of the students, teacher Brendon
wanted to see whether the students understand and still following his lesson by giving the
worksheet to the students and asks them to numbering the school rules that he just taught
them. From my observation the formative test is informal because the assessment set during
the lesson used to assess on how well a student is getting on with his learning task and what
problem the student face and learn to overcome it.
Besides that, the teacher also uses the assessment which is the worksheet to ensure
learning takes place during the lesson. For example the worksheet is in the form of paragraphs.
Indirectly this teaches the students or provides a complete writing product for the students to
make as reference in future use.
Moreover the assessment itself is valid. Validity is want of the characteristic of a good
test. These are summarized by Davies (1968) in the following way, the types of validity face,
content, predictive, concurrent and construct. First is face, this mean the students can relate the
assessment questions based on the lesson that they learnt earlier and refer the answers from
lesson. Second is content, teacher Brendon design the worksheet based on the topic in the text
book and follow the learning standard for the lesson. The third one is predictive, the assessment
accurately predicts its results by comparing with the behavioral objectives set by the teacher in
his lesson plan. The fourth one is concurrent, the assessment gives similar result as the
students can get the answer from the teaching materials. The only missing that I think for this
assessment is it didnt reflect any valid theory of foreign language learning that it takes as tis
model.
Based on McMillan, 2001a, p.65 in Brown, G. et al, and 2008 reliability essentially
denotes Consistency, Stability, dependability and accuracy. From the observation, I agree that
the assessment done by the teacher is consistent and accurate in term results and mark

calculation. If we look at the worksheet it has system marking one correct answer equivalent
one mark. Unfortunately, in my opinion the dependability of the worksheet does not exist. The
teacher does not provide any example of answered question that the students can refer to, the
teacher should answer at least one question to demonstrate the students on how to answer the
exercise.
The test will be rather impractical unless the teacher gives more questions for the
students to complete because the level of the students he got, are quite good and they able to
complete the worksheet easily and it only take a few minutes for them to finish it. The teacher
should design more challenging assessment for the students.
Overall the teacher conducted the assessment part according to plan and achieve the
goal for the assessment and find out the students already mastered on what they was taught.

Work sheet 1

Read the passage and fill in the brackets with the correct rule number
Everyday, Sulaiman goes to school by bus. He arrives at 7.15am in the morning ( ).
Sulaiman always bring everything he needs to learn ( ). He does not make noise in the class (
).
He does not run in the school corridors and stairs ( ). When he goes to the library he
always stay quiet ( ). During the recess, he will go to the canteen to buy and eat food ( ).
If he sees anyone being bullied, he will straightaway report it to the teacher ( ). He does
not litter ( ). He never brought his mobile phone to school ( ). He only leaves school after the
school hours end ( ).
Marks ___/ 10

Read the passage and fill in the brackets with the correct rule number
Everyday, Sulaiman goes to school by bus. He arrives at 7.15am in the morning ( ).
Sulaiman always bring everything he needs to learn ( ). He does not make noise in the class (
).
He does not run in the school corridors and stairs ( ). When he goes to the library he
always stay quiet ( ). During the recess, he will go to the canteen to buy and eat food ( ).
If he sees anyone being bullied, he will straightaway report it to the teacher ( ). He does
not litter ( ). He never brought his mobile phone to school ( ). He only leaves school after the
school hours end ( ).
Marks ___/ 10
Teaching Aids

Task 3 (40% Individual)

Academic Reflective Writing

Language assessment is one of the ways to measure student progress in learning

of language. It is a trigger of what a student knows and more indirectly, of how well instruction is
given by the teacher. Language assessment should be based on language content standards
provide in the KSSR, which make clear what students will be expected to learn and be able to
do as a result of having taking part in language learning experience. These are some
characteristic of a good test done by tester to enhance the learning of English in a Malaysia
Primary ESL classroom.
Assessment should bring more benefits for children than burdening the students.
Gathering accurate information from students in young age is difficult and sometime stressful.
The teacher need to make the assessments have a clear benefit for the students and the
teacher to improved quality of educational programs and the students academic achievement.
Assessment should be made to a specific purpose and should be reliable, valid, and practical
for that purpose. These are to determine how well and to what extent programs and services
children receive are beneficial and appropriate.
Besides that, making decisions regarding what is and is not appropriate and suitable
for children to do. Teacher can design the assessment policies based on recognizing that
reliability and validity of assessments increase with the students age. For example the younger
the students, the more difficult it is to obtain reliable and valid assessment data. Most teachers
have difficulty to assess their students cognitive abilities accurately before age 7 to 8. Cizek
and Fitzgerald (1996) also discovered that teachers had the tendency to ignore the importance
of test preparation by doing what they think is right rather than what is right. Therefore, some
types of assessment should be postponed until children are older, while other types of
assessment can be done, but only with necessary percussion to tackle the problems of reliability
and validity.
To enhance the learning of English using assessment, the teacher should prepare
assessment that is age appropriate in both content and the method of data collection.
Assessments of primary students should address the full range of early learning and

development, including the students physical well-being and motor development, social and
emotional development, approaches toward learning, language development, and cognition and
general knowledge. Methods of assessment should taken into account that primary students
need familiar contexts to be able to show their abilities. Difficult paper and pencil tasks may
make it especially difficult for primary students to show what they know. As a result, teacher able
to identify the students skills, abilities, needs, and then the teacher can make lesson and
activity plans and set goals.
Other than that, when doing the assessment, it should be linguistically appropriate,
recognizing that to some extent all assessments are measures of language. For example an
assessment is intended to measure early reading skills, knowledge of color names, or learning
potential. The assessment results are easily determine by language proficiency, especially for
primary students who come from home backgrounds with limited exposure to English, which the
assessment would most probably be an assessment of the students English proficiency. In
general, location and background play an important part in determining students' attitudes
towards English. Urban pupils have more exposure to the language as well as more
opportunities to use it not like children living in rural areas tend to have little expo- sure to
English. Each students first- and second-language development should be taken into account
by the teacher when determining appropriate assessment methods and in interpreting the
meaning of assessment results. If the teacher able to handle this differences happening in the
classroom it will directly improve the teacher monitoring skill and improve the teaching-learning
process.
Utilizing language assessments to enhance the learning of English in the school not
only need the school and the teacher but also the students parents. Parents should be a
valuable source of assessment information, as well as an audience for assessment. Because of
the fallibility of direct measures of they own children. The assessments should include variety
sources of evidence, for example reports from parents and teachers. Assessment results should
be shared with parents as part of an ongoing process that involves parents in their childs
education. Through the collaboration of PIBG, teacher able to give report to parents and families
about their children's developmental status and achievement in the school using the results that
they obtain by doing the assessment, examples like mid-year examination and report book.
Black and William (1998) suggested several practices that could help improve
learning, which included enhancing feedback, actively involving students in their learning,

adjusting instruction and re-teaching, and engaging students in self and peer-assessment
activities. All of these can be categorize as assessment, where the students can take part
actively in the lesson by answering the questions asks by the teacher, show that they
understood on what the teacher teaching them and in the same time able to share their ideas,
opinions also developed the students creativity and thinking skill to solve problem that they
encounter.
Furthermore, the use of Jadual Penentuan Ujian or JPU as a guidelines provided by
the school and the ministry as their reference. JPU is a table that assists teachers to set
questions or test items according to the levels in Blooms Taxonomy (Krathwohl, Bloom, &
Masia, 1964), from the knowledge level to evaluation level. Teachers who set assessment have
to plot the JPU table in order to balance the level of difficulty for the questions. This is to
improve the validity of the assessment. The assessment need to reflect closely a valid theory of
foreign language learning that it takes as its model. For example, when a teacher refer to the
Blooms Taxonomy to set a comprehension questions to test the students reading skill, the
teacher can determine which level of thinking stage the students are in. Then, the teacher can
enhance the students critical thinking, and if the teacher frequently applies this method, the
students will soon get used to it.
It is recommended that teacher development in assessment should be promoted
and carried out in a more frequent manner. It is apparent that teachers still lack theoretical
understanding of what constitutes good assessment practices. Professional development is thus
crucial in ensuring that teachers are well-equipped with related knowledge that would assist
them in conducting assessment.

Reference

Cizek, G., & Fitzgerald, S. (1996). Teachers assessment practices: Preparation,

isolation, and the kitchen sink. Educational Assessment, 3(2), 159-179.

Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1964). Taxonomy of educational
objectives: Handbook II: Affective domain. New York, NY: David McKay Co.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in
Education: Principles, Policy & Practice, 5(1), 7-68.
Brown, G. & Yule, G. (1983). Teaching the Spoken Language. CUP : Cambridge.

Chng L., Rethinasamy S. (2013). ENGLISH LANGUAGE ASSESSMENT IN MALAYSIA: TEACHERS

PRACTICES IN TEST PREPARATION. Issues in Language Studies (Vol. 2 No. 2 - 2013).