M07: Assignment: Reflection on assessments

Reflect on Your Experience

1. How do you typically assess students' oral proficiency? How often do you
assess it? What are the challenges of assessing oral proficiency during
interpersonal tasks? During presentational tasks? What criteria do you use to
evaluate students' performance in interpersonal tasks versus presentational
tasks?
I typically assess oral proficiency through various activities such as on-air presentations,
interviews, and discussions. Students may also engage in simulated broadcasting
scenarios to demonstrate their communication skills. Oral proficiency assessments are
conducted regularly throughout the semester, often coinciding with specific projects or
broadcasting assignments such as interviewing. Challenges may include assessing
spontaneous communication and authentic interaction between students. Presentational
tasks involve assessing the ability to script and deliver content effectively while
considering vocal quality, articulation, and nonverbal communication. Criteria include
clarity, active listening, responsiveness, and the ability to engage in meaningful
conversation. Criteria involve script quality, delivery skills, poise, and the ability to
convey information effectively through editing.

2. How do you typically assess students' interpretive skills in reading? In

listening? What skills are you typically assessing (for example, memorized
vocabulary or guessing meaning from context clues)?
Interpretive skills are assessed through activities like script analysis, comprehension
quizzes based on broadcast content like production roles, and listening exercises.
Comprehension of written scripts, articles, or broadcast materials. Understanding
spoken content, identifying key information, and extracting meaning from audio
broadcasts.
3. How do you typically assess students' written communication? What criteria
do you use? What kind of feedback might students receive?
Written communication is often evaluated through scriptwriting assignments, project
proposals, and reflection papers on broadcasting topics. Criteria include clarity of
expression, organization of ideas, adherence to industry writing standards, and the
effectiveness of written communication in the broadcasting context. Students receive
constructive feedback on their writing, emphasizing strengths and areas for
improvement. Feedback may also focus on the appropriateness of language for
different broadcasting formats. This feedback is through peer review as well as teacher
feedback.

4. What kinds of classroom assessments have you found to be effective in

quickly checking student performance? What kinds of unit or end-of-term
assessments have you found to be effective?
Quick assessments include impromptu speaking exercises of a news report, short
quizzes on broadcasting terminology, current events, and brief peer evaluations. Larger
assessments might involve comprehensive broadcasting projects, showcasing skills
developed over the unit or semester.

5. How might your assessment strategies affect how you plan and organize a
unit?
Assessment strategies inform lesson planning by guiding the incorporation of diverse
activities that address oral, interpretive, and written communication skills. They also
help in creating a balanced curriculum that aligns with industry standards.

6. If you use a textbook package that includes assessments, what are the
strengths and weaknesses associated with these? If your school or
department has specific assessment requirements, how do you incorporate
them?
Some strengths would be that textbook assessments provide standardized benchmarks and can
offer a structured progression of skills. Some weaknesses are that textbooks lack the specificity
needed for the unique demands of broadcasting and can quickly become outdated.
Supplementing with real-world projects and scenarios that not only benefit my students, but the
entire school is crucial. I align assessments with school or department requirements by ensuring
that they address both content knowledge and practical broadcasting skills. This alignment may
involve periodic reviews and adjustments to assessments.