BC Education - ASL 5 to 12 - Appendix D

Sample 3: Grade 8

Topic : Corresponding With Deaf Peers

Prescribed Learning Outcomes:

Communicating

It is expected that students will:

communicate information about activities and interests

Acquiring Information

It is expected that students will:

extract and, to some extent, process specific information from age-appropriate ASL resources in order to complete authentic tasks
convey acquired information expressively

Understanding Culture and Society

It is expected that students will:

describe their school and community traditions

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

Overview

The teacher developed a series of activities to initiate videotaped correspondence between students and pen pals. Students were asked to use a variety of technologies (e.g., video, e-mail). The activities occurred over several weeks, rather than as a continuous unit, to allow time for correspondence to be sent and received. Evaluation was based on video correspondence to pen pals and ASL presentations based on the correspondence.

Planning for Assessment and Evaluation

The class discussed purposes for and methods of corresponding with others. The teacher guided the discussion with questions such as: How many of you write letters to friends in other places? Use e-mail? Use fax machines? Send audiotapes or videotapes? What formats do you most enjoy sending? Receiving? How many have or have had pen pals? What are some of the benefits of having a pen pal?
The teacher explained that students would be selecting pen pals in the Deaf community and corresponding with them. They discussed the Deaf community's preference for face-to-face interaction and brainstormed a list of things they could do to help make their correspondence interesting and worthwhile. The teacher helped them to follow up by offering five suggestions:
- Learn as much as you can about where your pen pal lives.
- Practise using ASL vocabulary and phrases to tell about yourself and to ask questions about someone else.
- Learn how to describe, in ASL, where you live.
- Practise ASL vocabulary to tell about your school and community traditions.
- Experiment with ways of making your information interesting.
Students researched various ways of making contact with members of the Deaf community (e.g., the Internet, Deaf youth magazines, and Deaf organizations). They also viewed and discussed a video on the Deaf community.
Students observed sample pen-pal videos in ASL and generated a list of useful sign vocabulary and structures, including ways of comparing geographical areas.
The teacher asked students to complete learning log entries to reflect on their progress, their attitudes about the activities, and their plans and goals.
Each student then created a video, introducing herself or himself to a video pal. Some students included pictures as well as print letters.
After they received responses from their video pals, students made ASL presentations describing their video pals to the class. Students were required to make notes and ask questions during the presentations.

Defining the Criteria

The teacher reviewed the learning outcomes for the activities and explained the requirements of each task. The teacher and students decided on the key criteria that should be demonstrated.

Video Correspondence

To what extent does the student:

offer clear, relevant, and appropriate information
include interesting details or features
make comparisons between own customs and those of video pal
make comparisons between own school and community traditions and those of video pal
ask questions about or make comparisons with the Deaf community that indicate the use of ASL and Deaf community materials (e.g., TTY, closed-captioning, auxiliary support)
ask questions about comparable customs or behaviour patterns in the Deaf community
use a variety of sign vocabulary and language structures

Presentation

Presenting

To what extent does the student:

provide a message that is understandable
include relevant and interesting details or features
use reasonably fluid communication (pauses are ASL appropriate)
answer most questions from other students using relevant information (may need teacher's help to understand some of the questions)
use a variety of sign vocabulary and language structures

Observing

To what extent does the student:

record three to five details from each presentation
ask at least one question that is relevant and that requires information the presenter did not provide
ask questions in ASL that are understandable

Assessing and Evaluating Student Performance

The teacher used performance rating scales to evaluate students' demonstrations of the learning outcomes. Students were given copies of the rating scales in advance. Similar scales were used for other assignments throughout the year. During each ASL presentation, three students were designated to provide peer feedback to the presenter.

Video Correspondence
Note: Communication of meaning is the most important consideration.

Rating Criteria

Excellent Includes interesting details or features. Message is relevant and appropriate. Meaning is clear. Errors in sign production and so on do not interfere with meaning. Takes risks -- uses a variety of phrases and structures, including some that have not been practised in class and, consequently, may not be used appropriately. Asks questions about or makes comparisons with the local Deaf community that indicate use of ASL and Deaf community materials (e.g., TTY, decoders, auxiliary assistance). Includes information about school or community customs and traditions and asks questions about comparable topics.

Good May include some interesting details or features. Message is relevant and appropriate. Meaning is clear with a little effort on the part of the reader. Errors in sign production, structures, and so on do not obscure meaning. Uses a variety of sign vocabulary and language structures practised in class. Asks questions about or makes comparisons with the local Deaf community that indicate use of ASL and Deaf community materials (e.g., TTY, captions, auxiliary assistance). Includes information about school or community customs and asks questions about comparable customs or behaviour patterns.

Acceptable Includes most of the details discussed in class. Message is relevant and appropriate. The reader can understand most of the message with some effort. Errors in word choice, spelling, and so on occasionally obscure meaning. Uses a variety of vocabulary and language structures practised in class. Asks questions about or makes comparisons with the local Deaf community that indicate use of ASL materials (e.g., maps). Includes some information about school or community customs.

Not Demonstrated The criteria for acceptable performance were not evident.

**Video Correspondence**
*Note:* Communication of meaning is the most important consideration.
Rating	Criteria
Excellent	Includes interesting details or features. Message is relevant and appropriate. Meaning is clear. Errors in sign production and so on do not interfere with meaning. Takes risks -- uses a variety of phrases and structures, including some that have not been practised in class and, consequently, may not be used appropriately. Asks questions about or makes comparisons with the local Deaf community that indicate use of ASL and Deaf community materials (e.g., TTY, decoders, auxiliary assistance). Includes information about school or community customs and traditions and asks questions about comparable topics.
Good	May include some interesting details or features. Message is relevant and appropriate. Meaning is clear with a little effort on the part of the reader. Errors in sign production, structures, and so on do not obscure meaning. Uses a variety of sign vocabulary and language structures practised in class. Asks questions about or makes comparisons with the local Deaf community that indicate use of ASL and Deaf community materials (e.g., TTY, captions, auxiliary assistance). Includes information about school or community customs and asks questions about comparable customs or behaviour patterns.
Acceptable	Includes most of the details discussed in class. Message is relevant and appropriate. The reader can understand most of the message with some effort. Errors in word choice, spelling, and so on occasionally obscure meaning. Uses a variety of vocabulary and language structures practised in class. Asks questions about or makes comparisons with the local Deaf community that indicate use of ASL materials (e.g., maps). Includes some information about school or community customs.
Not Demonstrated	The criteria for acceptable performance were not evident.

Presentation
Aspect Teacher/Peer Self

Rating Comment Rating Comment

Presentation

main points are understandable

information is relevent and appropriate

includes interesting details or features

uses a variety of sign vocabulary and language structures

is fluid (uses ASL pauses appropriately)

answers questions in ASL with relevent information

compares own customs, traditions, or behavioural patterns with those of video pal

Observing

records three to five details from each presentation

asks at least one question that is relevent and that requires information the presenter did not provide

asks questions in ASL that are understandable

Key:

ST-Strong
SA-Satisfactory
MI-Minimal
NE-Not Evident

Revised: February 5, 1999

BC Ministry of Education Home Page

Aspect	Teacher/Peer		Self
Aspect	Rating	Comment	Rating	Comment
Presentation
main points are understandable
information is relevent and appropriate
includes interesting details or features
uses a variety of sign vocabulary and language structures
is fluid (uses ASL pauses appropriately)
answers questions in ASL with relevent information
compares own customs, traditions, or behavioural patterns with those of video pal
Observing
records three to five details from each presentation
asks at least one question that is relevent and that requires information the presenter did not provide
asks questions in ASL that are understandable