BC Education - ASL 5 to 12 - Appendix D

Sample 6: Grade 12

Topic : Crime and Violence

Prescribed Learning Outcomes:

Communicating

It is expected that students will:

give reasons and information to support points of view on various issues
interact in ASL effectively and spontaneously in situations drawn from real life

Acquiring Information

It is expected that students will:

research, analyse, and use relevant information from several sources on a chosen topic to complete authentic tasks

In addition to these outcomes, the teacher assessed students' abilities to work collaboratively using the reference set Evaluating Group Communication Skills Across Curriculum.

Overview

The teacher developed a four-week unit for Grade 12 students that focussed on crime and violence. Students collected, interpreted, and presented information from a variety of community and school resources. Evaluation was based on:

individual presentations of peer interview results
group presentations and discussions
pair presentations on solutions to problems
interactive group work

Planning for Assessment and Evaluation

Students reviewed television and radio programs and newspaper articles to estimate the frequency and nature of common crimes. The teacher noted their willingness and abilities to respond to questions in ASL, such as:
- What did you listen to? What did you watch?
- Are these problems typical of this community?
- What is one serious problem?
- What might be a possible solution?
An RCMP officer addressed the class about crime and violence in the local community, including information about local statistics and punishment under the law for such crimes. The presentation was interpreted in ASL, allowing students to listen and view simultaneously. Students asked questions in ASL, some of which they had prepared in advance, and recorded five key points of the presentation. The class discussed the presentation and collectively agreed on the top seven points. Students assessed their own perspectives by comparing their notes with the class summary. The teacher noted the extent to which various students were able to engage in spontaneous discussion.
Students worked in groups to generate survey questions on opinions about crime and violence. They interviewed students from other Grade 11 and Grade 12 classes (this could be done in English or ASL, depending on the makeup of the school) and then compiled and presented the results in ASL. Each student then wrote a paragraph comparing survey results, including a section on his or her personal perceptions of crime with local crime statistics.
The class generated a list of five or six crimes, ordered them in terms of severity, and worked in small groups to determine the appropriate punishment or retribution for each crime. Groups presented their decisions, explained their reasoning, and responded to questions or challenges from other groups. (Each student was responsible for presenting and answering questions about one of the group's decisions and for responding to other groups who disagreed.) The teacher assessed students' presentations and interactions.
Based on the results of previous activities, students worked as a class to identify three crime-related problems in their school or community and to develop interview questions in order to find possible solutions. Students worked in pairs to interview three community members, each of whom represented a different perspective. Interviewees in the school district were the principal, the counsellor, and the chair of the discipline committee. Community resources were the police school liaison officer, the mayor, and the chief of police. The pairs presented their findings in live or videotaped reports.
Each student chose one of the following ways to demonstrate his or her ability to communicate, to give reasons and information to support a point of view, and to interact effectively in ASL:
- a debate on an issue related to crime and violence
- a panel discussion on an issue related to crime and violence (each participant represents a different point of view)
- a simulated talk show on crime and violence
- a mock parliamentary debate on a proposed change of law Students had opportunities to prepare and practise in groups or with partners.

Defining the Criteria

The teacher reviewed the expectations for each task and discussed criteria with students. The teacher emphasized that in all assignments the most important feature would be students' abilities to communicate meaning.

Presentations

Individual and pair presentations were evaluated using the following criteria:

Meaning

To what extent does the student:

provide information that is clear, relevant, accurate, and detailed
include research support or attribution where required
present credible reasons and explanations for views presented

Language

wide range of ASL vocabulary and idiom supports message
minor errors in ASL structure do not reduce effectiveness

Organization

clear and logical organization of ideas enhances message
transitions are clear and appropriate

Group Interactions

The following criteria were used to evaluate students' group interactions:

Meaning

message is clear, complete, and appropriate to the topic

Language

wide range of ASL vocabulary and idiom supports message
appropriate use of ASL structure

Interaction

student uses strategies to maintain interaction and avoid communication breakdown (e.g., self-corrects, rephrases in ASL, adapts known ASL structures to new situations)
communication is fluid (pauses are brief and do not interfere with meaning)

Assessing and Evaluating Student Performance

The teacher evaluated students' demonstrations of the learning outcomes using rating scales: one for presentations, one for interactions. Students had discussed the rating scales and used them in several previous activities.

Presentations
Rating Criteria

A Goes beyond the requirements of the task to demonstrate extended learning or new applications. Takes risks with language sometimes making errors when attempting to express complexities or subtleties. Information is clear, relevant, accurate, and logically organized. Includes credible reasons and explanations. Wide range of ASL vocabulary and idiom supports message and enriches expression. Errors in ASL do not detract from meaning.

B Information is clear, relevant, accurate, and detailed. Includes credible reasons and explanations to support views. Uses a range of useful ASL vocabulary, idiom, and structures, with some repetition. May include some structural errors, but these do not obscure the meaning.

C+ Information is clear, relevant, and accurate. Some detail is presented to support views, but links between ideas may be weak in places. ASL structures tend to be repetitive, and there tend to be few transition words, resulting in a choppy impression. ASL vocabulary and idiom tend to be basic and concrete. May include errors in ASL structure, but meaning is clear.

C Information is relevant and accurate but may be unclear in places. Some detail is presented to support views, but links between ideas may be weak or confusing. May misuse or omit transition words. ASL vocabulary and structures tend to be basic and repetitive. May include errors in structure and, occasionally, fingerspelling (indicating that the student did not use a dictionary or other resources to check work), but these do not seriously affect meaning.

C- Attempts to address the topic. Some accurate information is presented, but some of the supporting detail may be confusing, irrelevant, or inappropriate. ASL vocabulary tends to be basic and repetitive, wiht little appropriate use of ASL idiom. Errors in structure and spelling may make it difficult for the reader to understand the meaning in places. Transition words may be omitted or misused. The presentation tends to be choppy and repetitive and lacks a sense of logical organization.

I/F Information or message is unclear, incomplete, or inappropriate. May be very short. A large number of errors may make it impossible for the audience to understand the presenter's views.

**Presentations**
Rating	Criteria
A	Goes beyond the requirements of the task to demonstrate extended learning or new applications. Takes risks with language sometimes making errors when attempting to express complexities or subtleties. Information is clear, relevant, accurate, and logically organized. Includes credible reasons and explanations. Wide range of ASL vocabulary and idiom supports message and enriches expression. Errors in ASL do not detract from meaning.
B	Information is clear, relevant, accurate, and detailed. Includes credible reasons and explanations to support views. Uses a range of useful ASL vocabulary, idiom, and structures, with some repetition. May include some structural errors, but these do not obscure the meaning.
C+	Information is clear, relevant, and accurate. Some detail is presented to support views, but links between ideas may be weak in places. ASL structures tend to be repetitive, and there tend to be few transition words, resulting in a choppy impression. ASL vocabulary and idiom tend to be basic and concrete. May include errors in ASL structure, but meaning is clear.
C	Information is relevant and accurate but may be unclear in places. Some detail is presented to support views, but links between ideas may be weak or confusing. May misuse or omit transition words. ASL vocabulary and structures tend to be basic and repetitive. May include errors in structure and, occasionally, fingerspelling (indicating that the student did not use a dictionary or other resources to check work), but these do not seriously affect meaning.
C-	Attempts to address the topic. Some accurate information is presented, but some of the supporting detail may be confusing, irrelevant, or inappropriate. ASL vocabulary tends to be basic and repetitive, wiht little appropriate use of ASL idiom. Errors in structure and spelling may make it difficult for the reader to understand the meaning in places. Transition words may be omitted or misused. The presentation tends to be choppy and repetitive and lacks a sense of logical organization.
I/F	Information or message is unclear, incomplete, or inappropriate. May be very short. A large number of errors may make it impossible for the audience to understand the presenter's views.

Group Interactions
Note: Communication of meaning is the most important consideration and should receive the greatest weighting in assigning a grade.
Rating Criteria

A Information or message is clear, complete, and appropriate to the topic. Interaction is effective, expressive, and shows some spontaneity. May include some short pauses. Wide range of useful ASL vocabulary and appropriate idiom. May include errors in ASL structure, but these do not reduce the effectiveness of the information. Interaction flows naturally. Body language appears natural and demonstrates attentiveness. Non-verbal cues are responded to and sometimes shape communication.

B Information or message is generally clear and easy to understand. Interaction is sustained and expressive, but student may be hesitant. Some variety in ASL vocabulary. May include some errors in idiom. May include ASL structural errors, but these do not obscure the message. Interaction flows naturally.

C+ Information or message is appropriate to the topic. Interaction is sustained but may be hesitant and include frequent short pauses. There is some use of expression. Appropriate, basic ASL vocabulary, but may include errors in ASL idiom. May include errors in ASL structure that weaken but do not interfere with the message. Occasionally uses gestures and body language to show support and get attention.

C Information or message is appropriate to the topic but may be unclear in parts. Interaction is hesitant, with long pauses. There is some use of expression. ASL vocabulary tends to be basic and repetitive, with little appropriate use of ASL idiom. Errors in ASL structure interfere with the message.

C- Some parts of the information or message are unclear and may be inappropriate. Interaction is stilted, with little or no expression, and extremely hesitant, with very long pauses. ASL vocabulary is minimal and repetitive, with little appropriate use of ASL idiom. Errors in structure undermine the message.

I/F Information or message is unclear, incomplete, or inappropriate. No interaction or flow of language in ASL.

**Group Interactions**
*Note:* Communication of meaning is the most important consideration and should receive the greatest weighting in assigning a grade.
Rating	Criteria
A	Information or message is clear, complete, and appropriate to the topic. Interaction is effective, expressive, and shows some spontaneity. May include some short pauses. Wide range of useful ASL vocabulary and appropriate idiom. May include errors in ASL structure, but these do not reduce the effectiveness of the information. Interaction flows naturally. Body language appears natural and demonstrates attentiveness. Non-verbal cues are responded to and sometimes shape communication.
B	Information or message is generally clear and easy to understand. Interaction is sustained and expressive, but student may be hesitant. Some variety in ASL vocabulary. May include some errors in idiom. May include ASL structural errors, but these do not obscure the message. Interaction flows naturally.
C+	Information or message is appropriate to the topic. Interaction is sustained but may be hesitant and include frequent short pauses. There is some use of expression. Appropriate, basic ASL vocabulary, but may include errors in ASL idiom. May include errors in ASL structure that weaken but do not interfere with the message. Occasionally uses gestures and body language to show support and get attention.
C	Information or message is appropriate to the topic but may be unclear in parts. Interaction is hesitant, with long pauses. There is some use of expression. ASL vocabulary tends to be basic and repetitive, with little appropriate use of ASL idiom. Errors in ASL structure interfere with the message.
C-	Some parts of the information or message are unclear and may be inappropriate. Interaction is stilted, with little or no expression, and extremely hesitant, with very long pauses. ASL vocabulary is minimal and repetitive, with little appropriate use of ASL idiom. Errors in structure undermine the message.
I/F	Information or message is unclear, incomplete, or inappropriate. No interaction or flow of language in ASL.

Revised: February 5, 1999

BC Ministry of Education Home Page