NAMA JABATAN / UNIT: PERANCANGAN PENYELIDIKAN DAN INOVASI

INSTITUT PENDIDIKAN GURU KAMPUS BAHASA ANTARABANGSA

LEMBAH PANTAI, 59200 KUALA LUMPUR
TUGASAN KERJA KURSUS
(INDIVIDU)
SEM 3 / 2021

Nama : WAN NUR ARISYA BINTI WAN MOHD RADZI

Angka Giliran 2020212350085

Nombor Kad Pengenalan : 010412-03-1006

Kumpulan/Unit : PISMP TESL D JUN 2020

Kod dan Nama Kursus : TSLB 3243 CHILDREN AND LITERACY

Nama Pensyarah : DR MUNIRAH BINTI HANAFI @ MOHD GHANI

Tarikh Hantar : 17 SEPTEMBER 2021

Tarikh Diterima :
(Diisi Oleh Pensyarah)

Pengakuan Pelajar

Saya mengaku bahawa kerja kursus ini adalah hasil kerja saya sendiri kecuali nukilan dan
ringkasan yang setiap satunya saya jelaskan sumbernya.

Pengesahan Pelajar

Saya mengesahkan bahawa maklum balas yang diberikan oleh pensyarah telah saya
fahami.

Tandatangan Pelajar : Jumlah markah:

Tarikh :

Catatan : Pastikan pensyarah telah memberi maklum balas di dalam tugasan kerja kursus
pelajar.
 Assessment tool

Type of assessment tool Checklist

Year Year 1

Topic Topic 4 – Lunchtime

1. Letter knowledge
Literacy skills
2. Vocabulary

Materials used:

Activity 1

1. YouTube Video https://www.youtube.com/watch?

v=KBoyNMSkhHo

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2. Flashcard

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Steps to conduct the activity:

1. Teacher plays the YouTube video to the pupils.

2. Pupils are encouraged to sing along and produced the letter sound mentioned in the video.
3. Teacher plays the video one more time to the pupils to help them have better understanding of
the different sounds each letter produced.
4. Teacher shows the flashcards to the pupils that containing the same food mentioned in the video
with clearer picture.
5. Pupils said the letter that the food started with and repeat the name of the food after the teacher.
6. Teacher mentions random food name and asked pupils to guess the letter that the word started
with.
7. Pupils need to raise hand and mention their name in order to receive permission to answer.
8. Teacher gives feedback and discuss the answers with the pupils at the end of the lesson.

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Activity two

1. Jamboard

https://jamboard.google.com/d/1Qct195JFa8nH- oAwEH5Q1Hqc3HOtCrjyMxjD_9peEhc/edit?
usp=sharing

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Steps to conduct the activity:
1. Teacher distributes the link to the jamboard to the pupils.
2. Teacher explains the steps to play the game using the example video given in the
jamboard as guidance.
3. Teacher provide 10 minutes to answer the questions in the jamboard.
4. Pupils read the questions and drag the correct food into the tray.
5. Teacher checks the answers with the pupils and gives feedback on their performance.

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Assessment tool – Checklist

Individual Observation Checklist

Name: Class:
Teacher:

Topic:

Skill Category Yes Maybe No

Letter knowledge

Listen to the audio attentively

Listening
Recognize and differentiate each letter sounds

Reproduce target language phonemes intelligibly

State all the letters and words from the song

Speaking according to its orders
Recognize and give the starting letter from the words
mentioned orally

Voluntarily answer the questions asked

Attitude Adhere to the instruction given

- Raising hand
- Mentioning respective name

Vocabulary

Recognize the shape of the letters in the alphabet

Distinguish and articulate the words given fluently

Reading
Understand the main idea of the sentence given and drag
the correct food to the tray

Read and enjoy simple digital games at word level

Adhere to the time given

Attitude
Listen and act according to the instruction

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Example of completed checklist

Individual Observation Checklist

Name: Nurul Amalia Qistina binti Zahari Class: 1 Cemerlang

Teacher: Wan Nur Arisya binti Wan Mohd Radzi

Topic: Topic 4 – Lunctime

Skill Category Yes Maybe No

Letter knowledge

Listen to the audio attentively /

Listening
Recognize and differentiate each letter sounds /

Reproduce target language phonemes intelligibly /

State all the letters and words from the song

Speaking /
according to its orders
Recognize and give the starting letter from the words
/
mentioned orally

Voluntarily answer the questions asked /

Attitude Adhere to the instruction given

- Raising hand /
- Mentioning respective name

Vocabulary

Recognize the shape of the letters in the alphabet /

Distinguish and articulate the words given fluently /

Reading
Understand the main idea of the sentence given and drag
/
the correct food to the tray

Read and enjoy simple digital games at word level /

Adhere to the time given /

Attitude
Listen and act according to the instruction /

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Justification to the materials used

Activity 1

In the activity 1, I choose YouTube video “Food Alphabets ABC Phonics Song” and a set of
flashcards in introducing letter, new vocabularies and the correct pronunciation to the words. I choose the
specific YouTube video because the content covers both vocabularies related to the topic and follows the
sequence of the alphabet which make it more recognizable by pupils and increase their memorization
skill. Furthermore, the song introduced in the video includes the correct basic phonics to the pupils in a
very captivating and interesting method by matching the words to the beat of the music. Hence, pupils are
able to automatically reproduce what they heard in the song and improve their correspondence to the
words sound.

Furthermore, the usage of flashcards helps to increase pupils’ retention and provide detail
explanation on letters recognizing to the pupils. This visual learning makes language experience more
alluring and motivating to ensure the language learning experience not only successful but also
interesting. It considered the function of visual learning as one of the most exciting and stimulating
method to be introduced to young pupils (Baratta, 2010 as cited in Philominraj, A., 2017). The flashcards
then help to introduce the letter mentioned in the audio in term of uppercase and lowercase to familiarized
the pupils to its shape and function that the YouTube video could not support.

Activity 2

In the activity 2, I choose Jamboard and create an interactive game named “Filled my tray” that
enable pupils to read the sentence given and provide correct answer to the question. I choose Jamboard as
a medium because it allows pupils to drag anything easily compared to others platform. Furthermore,
through Jamboard, pupils will be able to jump from one page to other page easily as in flipping a book. It
will help students stay focus and engage to the activity.

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Justification to the assessment tool used

Checklist

Checklist is defined as an assessment guideline listing skill, behaviour or characteristic to help

guide and record teacher observation of pupils as they perform certain tasks (Scholastic literacy, 2000). I
choose checklist as assessment tool for these activity as it is considered to be quick and easy way to find
out about pupils’ understanding and progress. Furthermore, checklist also set out skills, strategies and
behaviours for evaluation and offers ways to systematically organized information about pupils (Lauzon,
N., 2014). Therefore, by using checklist, I am able to combine both of my activities into one checklist
while maintaining the organization of the specific criteria that I decided to assess on my pupils. The
criteria that I have chosen include different types of skills like listening, speaking, reading and behavioral
aspect. In addition, checklist assessment also allows teachers to be flexible by taking pupils’ progression
data informally through out the lesson. This can be seen when I am assessing pupils during guessing
activity in activity one. During the process, the instruction required pupils to raise their hand and mention
their name in order to receive opportunity to answer the questions given. During this moment, teacher
unnecessarily need to hold a pen, checklist paper and check whether all pupils adhere to the instruction
given. Teacher can just observe the situation and provide information that teachers can see at a glance and
make mental note on what pupils are able to do at the moment; whether the pupils able to act in certain
behaviour or whether they are able to understand the lesson provided by giving correct answer.

The use of checklist is also effective in supporting pupils learning where it encourages pupils to
play an active role, not only in their assessment but also in the learning process. It is supported by
Responsive Classroom, (2018) that checklist acts as useful reminders of specific expectations and can
help students stay focused and on task when working independently. This can be seen from the
behavioural aspect in the assessment for activity one where the volunteer to answer questions given are
taken into account in the assessment. It will drive pupils’ passion to try and volunteer themselves during
questions session in order to admit themselves to the checklist and receive positive outcomes for their
assessment. In other case, checklist also helps pupils in completing their task independently by staying
focus on the objectives the lesson required. During the independent session on activity two, this checklist
will help students develop the understanding of the expected behaviours and outcomes from the teacher,
thus expecting them adhere to the time limit and completing the task given.

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 To add on to that, checklist also provide students with tools that they can use for self- evaluation.
It is supported that the usage of checklist as assessment tool are varied starting from single-use design,
multiple use design, teachers as observer, peers as observer or self- assessment (Lauzon, 2014). With the
materials chosen in introducing literacy skill, pupils are able to reflect and evaluate upon their own
progress when doing the activity. Therefore, teachers can provide the checklist to the pupils and take their
personal thoughts upon their own learning process. Teachers may also observe the pupils and compare the
result of the observation with the pupils’ self-assessment to get a better understanding of what they need
to reach their full potential. This type of assessment tool does not only benefit teacher in work load, but
also students in improving their learning style to increase their understanding.

Checklist as assessment tool really beneficial as it helps in making the learning and assessment
process seems natural and less stressful for pupils. This environment will help teachers to precisely
evaluate pupils’ understanding to the topic and their behavioural aspect.

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References

Responsive Classroom. (2018). The joyful classroom: Practical ways to engage and challenge
students K-6. Center for Responsive Schools, Inc.

Scholastic Literacy. (2002). Teacher resources: Assessment tool types. Scholastic Inc.
https://www.scholastic.com/content/dam/teachers/articles/migrated-files-in-
body/lessonrepro_reproducibles_profbooks_red_tr_c03s03_assesstool.pdf

Lauzon, N. (2014). Checklist and achievement charts. https://www.ldatschool.ca/checklists-

achievement-charts/

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