lsp1501 assignment 4

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LSP1501 Assessment 4 - written edited final

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" There are three sides to every story—your side, my side, and the truth. " —JOHN ADAMS The goal of assessment is to collect objective evidence that represents the truth about student performance. In order to assure objectivity the assessment plan must be well grounded in the principles of assessment. The first step in developing an objective assessment plan is to become familiar with the terminology of assessment to facilitate your understanding of the bigger picture. The purpose of this chapter is to review the basic terminology and principles of assessment and provide you with a basic understanding of the framework on which to base an objective and comprehensive systematic assessment plan. These concepts are discussed in detail in subsequent chapters. Many of you are familiar with these terms. Some readers may even prefer to move past this chapter and delve right into the strategies for developing assessment tools. However, as further discussion demonstrates, you cannot start collecting data until your assessment plan is established. Unless you consistently work in the area of assessment, you will find this refresher beneficial. Reviewing this chapter will increase your fluency in the Language of Assessment and your understanding of the proposed guidelines. Assessment Chapter 1, " The Role of Assessment in Instruction, " introduces you to the concept of assessment as the broad and comprehensive process of collecting quantitative and qualitative data to make informed educational decisions about students. It is a process that encompasses the full range of procedures used to obtain information about student

Based from the behavioural educational theories, higher learning institutions has been using assessment to measure the quality or success of a taught course and to evaluate whether the students have achieved (Ellery, 2008) the minimum standard that is acceptable to be awarded with the degree. An assessment can be conducted by means of paper and pencil, presentations, lab work, case studies, essays, multiple choice questions, true/false statements, short essays, etc. During the semester, students may be tested to improve their learning experience; this is called a formative test (continuous assessment), whereas a summative test (final assessment) is done at the end or completion of the course or program. A test can be used to measure students' ability or to determine the basic mastery or skills or competencies acquired during a course. There are several types of tests; such as, placement test, diagnostic test, progress test, achievement test, and aptitude test. A placement test is done to place students in teaching groups or classes so that they are within the same level of ability or competency. A diagnostic test is done to identify students' strengths and weaknesses in a particular course. A progress test is done during the semester to measure the progress of students in acquiring the subject taught. An achievement test is done to determine students' mastery of a particular subject at the end of the semester. Whereas an aptitude test is done to determine the students' ability to learn new skills or the potential to succeed in a particular academic program. A good assessment should be valid, reliable, and practical. In terms of validity, an assessment should test what it is intended to measure. For example, content validity is when the test items adequately cover the syllabus. A valid assessment measures achievement of the course learning outcomes. In terms of reliability, does the assessment allow the examiners to evaluate it consistently and differentiate between varying levels of performance? Whereas in terms of practicality, we need to ensure that the length given to students for their assessments are appropriate. There are two types of tests, objective and subjective. For objective, we can choose multiple choice questions, true/false, or fill in the blanks; whereas for subjective we can choose either short or long essay. Although there are objective and subjective tests, I would like to focus on subjective test (essays) because we use this type most often; especially in final exam. When constructing an assessment, we need to bear in mind the objectives of learning of a particular course. Specifically, we need to refer to the course information of the course learning outcomes before constructing the exam questions. In addition, we need to understand Bloom's Taxonomy or classifications of objectives. The three classifications are cognitive, affective, and psychomotor. The six levels of cognitive domain are knowledge, comprehension, application, analysis, synthesis, and evaluation. The levels for affective domain are receiving, responding, valuing, organizing, and characterizing. Psychomotor levels are imitation, manipulation, precision, articulation, and naturalization. I have discussed in detail about the levels of each domain in the previous issue; thus, in this issue I would like to discuss on cognitive domain because this is the most frequently used in final exam and we are quite familiar with it.

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Alternative assessment of students’ performance By Marvin Escamilla and Ever Nieto Have you ever tried to use other ways to assess students’ performance? Do you know that there are alternatives in assessment that help teachers to evaluate better their students’ performance? Nowadays assessment constitutes an important component in the teaching learning process since it offers teachers a wide range of alternatives in which they can assess their students’ performance in very different ways. Besides, it also offers students great opportunities so that they can use the all knowledge that they have at their disposal. Brown (2007) has declared that assessment is “an ongoing process that encompasses a much wider domain, whenever students respond to a question, offers a comment or tries out a new word or structure, the teacher subconsciously makes an assessment of students’ performance”(p.445). It is evident that alternative assessment not only helps teachers to make a better evaluation of the students’ performance, but it also helps students to use their knowledge and creativity when they perform any kind of activity. Here teachers play an important role in the learning process since with alternative assessment (portfolios, journals, peer evaluation, conferences, etc.) they have a wide range of opportunities to assess different type of students’ performance. That is, teachers can use any of those tasks to evaluate what students have learned during a course. Brown (2007) has stated that Portfolio encompasses a “purposeful collection of students’ work that demonstrates to students and others their efforts, progress and achievement in an area given” (p. 475). Teachers can assess with the portfolio activity what students know at the end of a course or lesson. Another very important task that teacher have to take into consideration is about journal since it allow students to write freely by using their own words in order to write a piece of writing. In like manner, peer assessment, observation log and conferences help to increase students and teachers’ interaction since with these activities teachers and students can have better communication between them. With all of these activities teachers can make a better evaluation about what students have done. There are several ways in which teachers can assess students’ performance such as portfolio, peer assessment, journals, observer logs and conferences. These are some of the most important tasks that can be put in practice so that teachers can assess better the way in which students perform a task.

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LSP1501 Assignment 4 Due 19 June 2024

R 50.00 12 Downloads

1. LSP1501-24-Y 2. Welcome Message 3. Assessment 4

QUIZ Assessment 4

Open course index Completion requirements Done: Receive a grade Opened: Monday, 6 May 2024, 8:00 AM Closes: Wednesday, 19 June 2024, 8:00 PM 184423

The Assessment 4 quiz is compulsory and contributes 5% towards your year mark. The 20 quiz questions assess your understanding of the Section B content (Visual arts – painting, drawing and crafts). You have 3 attempts to complete the quiz before 19 June 2024 at 20:00. The highest mark of the 3 attempts will count. You can leave the quiz any time you want and come back to it later. The quiz will automatically takes you back to the last question that you were busy with. Only submit after you have completed all 20 questions. The 20 quiz questions will be assigned at random from a question bank, and questions and question options will be shuffled. All the best. Re-attempt quiz Attempts allowed: 3 Grading method: Highest grade Summary of your previous attempts

Highest grade: 80 / 100.

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Assignment 1 lsp1501 UNISA

Applied english language for foundation phase first additional language (eng1514), university of south africa.

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Preview text, assignment: 1, unique number: 801477, name: fundiswa ndlovu, student number: 61599255.

Name and discuss the benefits of playing indigenous games. Also provide two indigenous games you can include in a physical Education lesson. Your choice of game may not be any the ones provided in your LSP1501 study guide. (10)

 Skipping rope: benefits of a skipping rope include developing a stronger heart, because heart is a muscle. Skipping also helps to stimulate optimum bone mass in developing bodies and helps guard against osteoporosis in later life. Skipping also improves children’s mastering skills and achieving goals.  Morabaraba: it stimulates strategic and problem-solving skills and mathematical problem-solving skills because it allowed for a simplified lesson on area and perimeter of square.  Tinketo/Diketo: the benefits Tinketo / Diketo also include co – ordination, logical reasoning skills. Children’s confidence also develops as they becomes more familiar with the basics of maths. This allows them to build on the maths ideas they already know (or are exposed to) to learn more complex maths ideas.  Example 1: intonga What is the main skill learnt un the game? Locomotor skill and manipulative skill.  Example 2 : five stones What is the main skill learnt in the game? Eye hand coordination and juggling skills.

Briefly explain how you would make provision for your own equipment for your physical Education lesson using recyclable material if the school does not have a budget. This is not playground equipment. (6)

Equipment How would you go about making it? 1) Activity mats Use an old sheet and stitch a variety of shapes (squares, blocks, triangles, circles, hands, and feet) on it. 2) Beanbags Beanbags should be made with bright, strong material. Primary colours are suggested. They should be filled with polystyrene chips. 3) flashcards Flashcards should be made with strong, sturdy cardboard and covered with strong contact plastic.

Explain the use of flashcards in a Physical Education lesson.

 Flashcards can be used to teach body parts  They can used for directions on the obstacle course activity  Children can learn how to recognize pictures and put words to them  Flash cards appeal to visual learners and can be used to stimulate kinaesthetic learners too.  They are a great way to introduce learners to new vocabulary.

Provide drawings of two flash cards. (2)

Describe the two phases of motor development mentioned below and indicate what is important when planning Physical Education lessons for this phase. (10)

Fundamental motor phase Explain the phase briefly. Is the most relevant phase for this learning unit which ranges from two to seven years. These patterns develop from the rudimentary movement abilities during in which young children explore and experiment with the movement potential of their body as they run, jump, throw, catch, and balance their bodies. Movement is general rather than specific, and movement patterns are characterized by the ability to move in various ways to a given stimulus.

Which factors need to be considered when planning lessons for this phase?  Age  Health  Physical activity

General motor phase Explain the phase briefly. The general motor phase begins at about eight to ten years of age. These consist of the same elements seen in the fundamental movement patterns, but with more stress on accuracy, form, and skilled performance. Children become more involved in a wide variety of sport skills that are important for individual, dual and team activities.

Which factors need to be considered when planning lessons for this phase?  Growth of a child  Environment  Genetics

Critically analyse the influence of sensory motor development on learning and on planning physical Education lessons, as well as the difficulties children might experience should they not be provided sufficient exposure to motor skills. Give reasons for your opinion based on the systems mentioned below. (18)

 Visual Visual must be developed integrating the senses. Vision is developed through movement and teaches the eyes to make sense of sight. Children use their eyes to guide them in almost every action such as crawling, walking, eating, looking at picture books, playing and participating in motor skill development. It is a learned process. Children need complex visual perception to read. Performance influence

stimulated by sound, listening and auditory discrimination. It is responsible for nearly all our motor functions and some of our sensory functions (above the level of touch, taste, and smell).

Activities for vestibular system: the vestibular system can be developed through music. Lullabies / rocking are ways to experience the beat with large, whole body muscles. Rocking, swinging, and swaying movements use this muscles, while at the same time provide stimulation to the vestibular system for the baby. The ear, brain and balance get connected through the vestibular system. Signs that children have an underdeveloped vestibular system.

• Balance and coordination problems
• Stumbling into people, objects, furniture, battling to walk in a straight line.
• Appearing clumsy
• May experience dizziness of nausea
• Spinning sensation/vertigo
• Heavily weighted/pulled in one direction.

Question 10

Provide a detailed discussion on how movement activities can be integrated to enhance the learning of mathematical, language and science concepts. Provide examples of gross motor activities you would use to enhance these concepts within a movement lesson in grade R. provide drawings of two gross motor activities for each area. (12)

Mathematical concept Learners must throw the ball into the first, second, third, fourth, fifth, and sixth hula hoops.

Mathematical concept Identify the number.

Language Learners must identify the different colour inside the hula hoop.

Language Learners must say the number out loud by listening to the instruction.

Science Learners must compare the sizes of apples.

Science The children may determine which apple is larger or smaller by using a ruler.

Outcome: Skipping improves children coordination by making them focus on their feet and improve bone density.

Outcome: Develop eye-foot coordination and develop locomotion.

Cooling down the teacher set down with the children and discusses everything. Teacher asked children which activity was difficult or easiest. Which activity did they enjoy the most?

Life skills: performing Arts, visual Arts, Music and Physical education in the Foundation Phase LSP

activeforlife/five-indigenous-games.

DECLARATION

I Fundiswa Ndlovu

Student number 61599255 module code: LSP

Hereby declare the following:

I understand UNISA’S policy on plagiarism. This assignment/portfolio is my original work and I have duly acknowledged all the other peoples work (both electronic and print) through the proper reference techniques as stipulated in this module.

 I have not copied the work of others and handed it in as my own.  I have also not made my work available to any fellow students to submit as their own.  I have also not bought study material from any services or students to submit as my own.  I have not copied any work directly from the internet.  All drawings where required are my own and not taken from internet or fellow students.

Should it be found that I have plagiarized assignment/portfolio will be considered a fail.

• Multiple Choice

Course : Applied English Language for Foundation Phase First Additional Language (ENG1514)

University : university of south africa.

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