Interactive Assessment THE USE OF MEDIATIONAL STRATEGIES IN PROMOTING JUNIOR SECONDARY STUDENTS PRES

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Interactive Assessment THE USE OF MEDIATIONAL
STRATEGIES IN PROMOTING JUNIOR SECONDARY
STUDENTS PRESENTATION SKILLSStewards Pooi Tun
Secondary School
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Joanna Leung Suk-yee, English Panel Chairperson
Claire Leung Ka-yee, Form Coordinator
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Background of the school

• a government-subsidized mainstream secondary
  school
• a band 2 school which uses Chinese as the medium
  of instruction

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Participants

• most students from the working class
• proficiency level is intermediate

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Background to the study
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Background to the study

• School-Based Assessment (SBA) and individual
  response
• Revising the Reading curriculum to align with the
  oral assessment in S.1

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Focus of the study - Interactive Assessment

• Lantolf and Poehners (2004 2005) dynamic
  assessment theories
• Vygotskys (1978) Zone of Proximal Development
  (ZPD)

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Vygotskys ZPDTo understand where Ss are at
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Vygotskys ZPDTo determinewhat the ultimate
goal is
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Vygotskys ZPDTo bring Ss to the next level
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Vygotskys ZPDTo stretch Ss potential to the
full
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• students abilities are to be internalized and
  transferred through mediation beyond the
  immediate task to other tasks in the later stages

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Data collection

• Classroom observations
• Questionnaires
• Interviews
• Peer evaluations

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Timesheet Outlining the Action Research
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Research Questions

• To what extent can teacher questioning promote
  better Individual Presentation skills among the
  S.1 students?
• How have teacher questioning helped them improve?

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Methodology

• The teacher
• the teacher as well as the researcher with
  complete participation, taking on an active role
  in the study
• The Tasks
• individual presentations on a set reader and
  on a self-chosen book

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Assessment Task
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Preparation of Students
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• Design your book cover for the story and give a
  one-minute presentation to your classmates about
  your design.
• Good morning everybody. Today, I would like
  to share with you my design of the book cover for
  the Selfish Giant. To give you some information
  about the background I have drawn
  _______________________________________ because
  __________________________________________________
  ___
• For character design, Ive used
  ___________________________________
• to convey the message that ___________________
  ___________________
• For the hidden message, Ive used
  ________________________________
• to describe / explain ________________________
  _______________
• My book cover is special because
  ______________________________
• I hope you like my design. Thank you.

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Assessment Procedures
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Name of the presenter ______My question
________________________My teachers question
________________________My classmates
question ________________________The question
asked by ______ was better because ________
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Student Attitudes and Performance
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Student attitudes and performance

• scaffolding from the teacher questioning giving
  more elaborated presentations
• enhanced quality of questions
• viewing others' presentations in classa greater
  sense of responsibility
• e.g. listening attentively and suggesting
  better ideas / words

PROFICIENCY LEVEL
MOTIVATION
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Difficulties

• - Class size
• - Time constraint
• - Assessment criteria
• - Lack of training

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Conclusions
Improving the Ts mediational strategies
Finding ways to prompt S questioning Using Ss
best presentations and questions for demo
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Our Reflections- our role as mediator
requires1. Being sincerely interested in what
students say2. Being curious about students
ideas3. Building on and paraphrasing students
ideas4. Using divergent follow-up questions that
encourage students to expand and dig into the
problem or subject at hand (Jacobsen, et al,
2002, p.164)
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Implications 1. Bringing Interactive Assessment
into the language classroom2. Making
viewing/experiencing others' presentations in
class an integral part of learning.
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Room for improvement- what to focus on - how to
stage questions - how to use wait-time- how to
make questions of a 'helping' rather than
judgmental and evaluative nature - how to model
accurate use of the target language - how to
induce students to ask question
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Questions and Comments