European Assessments part 4
European Assessments part 4
Let me give you some more examples. If I were to sign something and I wanted to make sure that the students understood me, I have a number of ways of verifying their comprehension. One way is to watch a conversation then provide a summary of what was said or what you have seen. Role shifting should be incorporated whilst doing this so it is clear who said what.
In fact this is an important cultural feature of the deaf community. It is extremely common to summarised or relay information from one conversation to another. This formulates a way of verifying that they have understood something correctly. It is equally important for students to learn about why this is done and develop the skill of summarising themselves. Summarising information or details is a language skill in itself as well as a cultural feature and as a way of gaining knowledge. Students needs to know how to combine these skills. Other examples can include capturing an image in front of you or on paper or a piece of text or a real life scene. With all these examples the skill lies in knowing how to relay the information to another person.
As mentioned previously, this task could be a prepared piece of work or something on the spot. What is central here is the teachers ability to manage the most appropriate and effective style of assessment for their students. As previously explained you will know at which level to pitch the assessments as the students progress from one level to another. When you carry out assessments you need to identify the different elements that form part of the assessment. This includes the language skills you teach for each unit. You also need to consider how you assess cultural knowledge and linguistics.
I am aware that some centres offer linguistics as a separate module where you will be able to assess students' linguistic understanding and knowledge in relation to sign language which is fine. However, applied linguistics is equally important because this is a way of applying what you have learnt on a linguistic level to the production of sign language. So students need to learn how to apply theory to practise which requires different skills. It is one thing to learn about the theoretical and linguistic aspect of a language but it quite another thing to actually produce language. Knowledge and practice rely on other abilities and you need to ensure that you are assessing this skill separately.
This means that if your course does not offer linguistics in any depth then you will need to adapt your assessments to reflect this. It is important for students to be aware that they will be assessed on both aspects, knowledge of linguistics and how they then apply that knowledge on a practical level.
The same applies when assessing the student's cultural knowledge. You will see the curriculum offers guidance about teaching linguistics and culture. The students should be clear about what to expect regarding assessments. Naturally, the method you choose for assessing is entirely your decision. If it is relatively early on in the course, you may wish students to submit a written piece of work. As they progress to a higher level you can begin to assess their sign language skills as they begin to feel more confident.
Time management is important when marking. If you get bogged down with too much detail it will take an extremely long time to complete your marking. Make sure marking is fair spending an equal amount of time on each assessment.
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