BC Education - ASL 5 to 12 - Appendix D

Sample 2: Grade 6

Topic : Personal Clothing Album

Prescribed Learning Outcomes:

Communicating

It is expected that students will:

exchange information about preferences and interests with brief and simple messages

Acquiring Information

It is expected that students will:

extract specific information from age-appropriate ASL resources in order to complete authentic tasks
convey acquired information expressively in ASL and visually, using pictorial graphs, charts, or lists

In addition to these outcomes, the teacher assessed students' attitudes and participation.

Overview

This unit was presented in September. Over approximately eight 40-minute classes, students developed and presented clothing albums. Evaluation was based on:

Personal Clothing Albums
presentations to small groups (in ASL)
self-assessments and analyses (in English)

Planning for Assessment and Evaluation

The teacher introduced the unit by asking students how they plan and select their clothing for a new school year. (e.g., What factors do you consider? How much do you plan in advance?) The teacher then explained that each student would create and present an album showing his or her clothing needs for Grade 6.
Students brainstormed a list of clothing vocabulary in ASL. The class viewed a range of age-appropriate resources and consulted ASL dictionaries to add to the list as they worked on their projects.
The teacher distributed a selection of clothing catalogues for students to look at and focussed their attention on the ways the catalogues were organized. They discussed in ASL a variety of ways to organize their collections (e.g., by season, function).
Students created Personal Clothing Albums by "shopping" in the catalogues and cutting out the clothing and accessories they would need for their Grade 6 school year. Some drew and coloured several of the clothing items they wanted to include. Students used classroom resources (including ASL dictionaries, class charts, and videos) to find the vocabulary they needed to discuss their choices. As they worked, the teacher observed them and circulated, asking questions in ASL and helping students to answer. The teacher provided immediate feedback and recorded observations on a checklist.
The teacher reviewed key structures and ASL vocabulary. Students practised ASL phrases they could use in their presentations as well as questions they could ask other presenters. Students then practised their presentations with partners. They also practised asking and answering questions such as:
- hats you like (?)
- yes hats me like
- no hats me detest
The teacher presented a peer evaluation form to the class and discussed evaluation with students, including what to look for in the presentations and how to offer useful feedback to presenters. As a class, they completed a sample form. The teacher also reviewed the requirements of the written self-assessment.
Students presented their albums in ASL to small groups of four or six students. Each student in the audience was required to ask at least one question of the presenter in ASL and to complete a peer evaluation form.
Students submitted their albums, the peer evaluations they received, brief written self-evaluations, and self-assessments based on the rating scale.

Defining the Criteria

The teacher reviewed the learning outcomes for the activities in the unit and explained the requirements of each task. The teacher and students agreed on the key criteria that should be demonstrated in each of the assigned tasks.

Personal Clothing Album

Information in the album:

is relevant and appropriate
includes sufficient detail
includes captions in English
is well organized and presented in logical categories

Presentation

To what extent is the information:

relevant and appropriate
presented in ASL
comprehensible

Self-Assessment

Assessment:

is specific and balanced
connects to past and future activities

Assessing and Evaluating Student Performance

The teacher and students used rating scales to evaluate student performance. Students were given copies of the rating scales as they practised and prepared their presentations. The same scales were adapted for a variety of other assignments throughout the year.

Note: The teacher evaluated some, but not all, of the presentations in this unit.

Personal Clothing Album
Rating Criteria

Outstanding Content is complete, appropriate, and detailed. Include a comprehensive school wardrobe and details such as colour and number. Items are organized or grouped into meaningful categories. Illustrations or captions supports and enhance meaning.

Good Content is complete, relevent, and includes some detail. Offers a complete school wardrobe; includes some details about colour, number, and so on. Items are organized or grouped into meaningful categories. Illustrations or captions support and enhance meaning.

Meets Minimum Requirements Content is complete, and most entries are relevent. Includes little detail. Items are organized or grouped into meaningful categories.

**Personal Clothing Album**
Rating	Criteria
Outstanding	Content is complete, appropriate, and detailed. Include a comprehensive school wardrobe and details such as colour and number. Items are organized or grouped into meaningful categories. Illustrations or captions supports and enhance meaning.
Good	Content is complete, relevent, and includes some detail. Offers a complete school wardrobe; includes some details about colour, number, and so on. Items are organized or grouped into meaningful categories. Illustrations or captions support and enhance meaning.
Meets Minimum Requirements	Content is complete, and most entries are relevent. Includes little detail. Items are organized or grouped into meaningful categories.

ASL Presentation
(and Response)
Note: Communication of meaning is the most important consideration. This scale considers both the initial presentation and the interactions (questions and answers) that follow.

Rating Criteria

Strong Offers relevant and appropriate information. Presents in ASL, using some of the conventions of correct production. Rarely mixes ASL with English word order. Uses mostly signs and phrases that are comprehensible with some effort on the part of the observer. May be tentative, hesitant, and include approximations. Takes risks to enhance communication -- often attempts structures or vocabulary that have not been practised in class. May rely on pre-frames structures. Understands and attempts to respond to most questions with appropriate and relevant information. Attempts to self-correct some of the more blatant errors. When observing another presentation, asks basic questions that can be understood by the presenter. Shows active observation and supports other presenters by offering non-verbal encouragement, providing signs or appropriate ASL production when asked, and voluntarily repeating signs to further communication.

Developing Offers relevant and appropriate information. Makes presentation in ASL, using some of the conventions of correct production. May be uneven, often mixing ASL with English word order. Most signs and phrases are comprehensible with some effort on the part of the observer. May be tentative, hesitant, and include approximations. Tends to rely on pre-framed structures for presentation and questions. May ask the same question of each student. May recognize but be unable to correct errors. May have difficulty understanding and answering questions. Supports other presenters by offering non-verbal encouragement, providing signs or appropriate ASL production when asked.

Meets Minimum Requirements Offers relevant and appropriate information. Presentation in ASL may be very short. Most parts are comprehensible with close attention and effort on the part of the observer. May be tentative and laboured. In parts, might be extremely difficult to understand out of context. Makes presentation mostly in ASL and shows some of the conventions of ASL. Relies on pre-framed structures practised in class. Often unable to self-correct. May not be able to understand or answer some or most questions from other students. Regularly mixes ASL with English word order. Asks at least one question when observing another student's presentation.

Minimum Requirements Not Met May be incomplete, inappropriate, or incomprehensible

ASL Presentation
(and Response)
*Note:* Communication of meaning is the most important consideration. This scale considers both the initial presentation and the interactions (questions and answers) that follow.
Rating	Criteria
Strong	Offers relevant and appropriate information. Presents in ASL, using some of the conventions of correct production. Rarely mixes ASL with English word order. Uses mostly signs and phrases that are comprehensible with some effort on the part of the observer. May be tentative, hesitant, and include approximations. Takes risks to enhance communication -- often attempts structures or vocabulary that have not been practised in class. May rely on pre-frames structures. Understands and attempts to respond to most questions with appropriate and relevant information. Attempts to self-correct some of the more blatant errors. When observing another presentation, asks basic questions that can be understood by the presenter. Shows active observation and supports other presenters by offering non-verbal encouragement, providing signs or appropriate ASL production when asked, and voluntarily repeating signs to further communication.
Developing	Offers relevant and appropriate information. Makes presentation in ASL, using some of the conventions of correct production. May be uneven, often mixing ASL with English word order. Most signs and phrases are comprehensible with some effort on the part of the observer. May be tentative, hesitant, and include approximations. Tends to rely on pre-framed structures for presentation and questions. May ask the same question of each student. May recognize but be unable to correct errors. May have difficulty understanding and answering questions. Supports other presenters by offering non-verbal encouragement, providing signs or appropriate ASL production when asked.
Meets Minimum Requirements	Offers relevant and appropriate information. Presentation in ASL may be very short. Most parts are comprehensible with close attention and effort on the part of the observer. May be tentative and laboured. In parts, might be extremely difficult to understand out of context. Makes presentation mostly in ASL and shows some of the conventions of ASL. Relies on pre-framed structures practised in class. Often unable to self-correct. May not be able to understand or answer some or most questions from other students. Regularly mixes ASL with English word order. Asks at least one question when observing another student's presentation.
Minimum Requirements Not Met	May be incomplete, inappropriate, or incomprehensible

Self-Assessment
Rating Criteria

Strong Includes both strengths and weaknesses. Provides details or examples as support. Offers some evidence of action planning. (e.g., The next time I make a presentation in ASL, I'm going to_________.) Often makes connections to previous activities (e.g., comparing performance or task requirements with other experiences). Shows insight-may comment on reasons for strengths or weaknesses and speculate about what might have happened with a different approach.

Developing Includes both strengths and weaknesses, with some details or examples as support. Offers some evidence of action planning. May make connections to previous activities and future plans.

Minimul Tends to be vague and rely on generalizations. Includes both strengths and weaknesses, with at least one detail or example as support. Plans for future action may be vague. Offers few connections to previous activities or future plans.

Minimum Requirements Not Met May be incomplete, inappropriate, or incomprehensible

**Self-Assessment**
Rating	Criteria
Strong	Includes both strengths and weaknesses. Provides details or examples as support. Offers some evidence of action planning. (e.g., The next time I make a presentation in ASL, I'm going to_________.) Often makes connections to previous activities (e.g., comparing performance or task requirements with other experiences). Shows insight-may comment on reasons for strengths or weaknesses and speculate about what might have happened with a different approach.
Developing	Includes both strengths and weaknesses, with some details or examples as support. Offers some evidence of action planning. May make connections to previous activities and future plans.
Minimul	Tends to be vague and rely on generalizations. Includes both strengths and weaknesses, with at least one detail or example as support. Plans for future action may be vague. Offers few connections to previous activities or future plans.
Minimum Requirements Not Met	May be incomplete, inappropriate, or incomprehensible

Revised: February 5, 1999

BC Ministry of Education Home Page