LEGENDARY Teacher's Guide - Book - Page 16
A number of assessment tools have been provided to help teachers monitor pupils’ progress as they develop
their language and literacy skills throughout the year.
a. Reflection
Each part in the program ends with a reflection activity. This encourages learners to articulate their
thoughts about what they have learned. The reflection activity serves as a tool for the teacher to
sum up the lesson and be aware of what has been accomplished, what the pupils liked or didn’t like,
and use that information for future reference.
The reflection activity at the end of each part provides an opportunity to discuss new vocabulary,
vocabulary and lexical chunks that were reviewed in the lesson, new phonics patterns, and other
questions that elicit discussion of stories and themes of the unit. This provides the teacher the
opportunity to check the pupils’ comprehension of the new material. The teacher should elicit as
much material that was covered as possible. This will clearly show what pupils remember well and
what they do not. The teacher can use this opportunity to review material that pupils feel less
confident with.
b. Performance Tasks
Throughout the program are five performance-based tasks, designed to provide an alternative form
of assessment and measure learners’ productive language skills. This allow pupils to demonstrate
the kinds of language skills that may be required in a real-world context suitable for their age, such
as describing people and things, role-playing interactions, planning a trip, etc.
Performance Task Assessment Rubrics are provided in the Assessment Tools Appendix Vb.
c. End of Unit Assessment Activity
At the end of each unit, pupils engage in a short assessment activity which focuses on the main
vocabulary, lexical chunks, appropriate reading and writing proficiencies, and phonemic awareness
skills relevant to the unit. The teacher leads the activity orally in English. Detailed instructions for
each assessment activity can be found in the Teacher’s Guide. After the teacher has marked the
assessment activity, the marks are organized on the Assessment Activity Summary Sheet. By
reviewing the Summary Sheet, the teacher receives an overall view of class performance and can
easily identify areas which need reinforcement. In addition, teachers can pinpoint specific problems
of individual pupils.
Assessment Activity Summary Sheets are provided in the Assessment Tools Appendix Va.
d. End of Unit Self-Assessment
Reflecting on the learning process and assessing progress is a valuable skill for learners of all ages.
Involving pupils in the assessment process allows them to be accountable for and express how they
see their own learning, strengths, and weaknesses. This enables the teacher to understand the
pupil’s learning process from his/her perspective. As Susan Wortham, an expert on early childhood
and elementary education states, “By the time the child is in the primary grades, self-assessment
improves. They can evaluate their progress and have a voice in how they can best succeed in
mastering learning objectives. Assessment is not just administered to students but accomplished
with active participation by the student.” (Wortham and Hardin 2001).
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