Student Assessment

Contents

Introduction. 1

Description of the evaluation process. 1

Reporting Data. 3

A: Oral interviews: Retelling of a short story. 4

B: Written interview.. 4

C: Reading and listening. 5

Conclusion. 6

 

 

Introduction

Selection of an appropriate respondent was conducted from a random pick of three students leaving a lecture hall in a neighboring college. After carrying out an interrogation on performance and level of study, CT (name abbreviated) was picked as the student of choice. Reasons for the choice of the student were backed by the need to have an average student who would represent a middle perspective for the entire class with minimal bias associated with below average and top performers. Born and raised in a suburban environment, CT was an ideal candidate to represent access to required literacy environment with both characteristics of urban and suburban environment. To illustrate the connection, CT acquired basic level education in a rural setting and high school within the suburban environment where the family residence is located and college education is now in the city. The interaction with education system and setting contributed to the section of CT who also has a fair understanding of the learning assessment and took little time in accepting and undertaking to sign the consent form. I learnt that the respondent was the second born in a family of four siblings and the exposure that such a family background gave was sufficient in terms of personal initiative, which influences learning.

Description of the evaluation process

After the preparatory stages highlighted above including the spotting of an ideal respondent, the core stage of the evaluation process was engaged, which proved to be the most vital stage in the whole set up. Three simplified tests were employed in the analytical procedure to find out the respondent’s proficiency and draw up potential conclusions for similar, below and above average respondents. For this assignment, I wanted to understand the language and literacy levels of my selected respondent. The information gathered at this stage would be used later as a basis for drawing conclusions from the analytical evidence obtained and extrapolate it to other study-relevant samples not directly involved in the study. I could use the analyses and evidences to plan for my lessons regarding other learning procedures including physical education. Inclusion of physical education concepts in the analysis was on the premise that language learning is impacted by other learning outcomes such as physical lessons taken. To accomplish this I settled on three simplified assessments tools namely, self completed oral interviews, respondent’s written interviews and interviews that required the interviewee to read certain texts. I believe the first form of interview would be beneficial in learning the language capabilities of the interviewee. Inclusions of specific interest analyzed pronunciation of words and the use of terms related to physical education. With regards to literacy, the first form of assessment would help in determining how the interviewee understands syllabus content. Confidence in expression and extra initiative to the learning process were also detected in the oral interview.

The second form of assessment was designed to help me identify the comprehension levels of the interviewee after reading a simple text with specific learning content and points. This would be influential in determining the ability of the interviewee under study to understand the questions and offer relevant answers at the end of the reading. Such an assessment was informed by the necessity of knowing that comprehension forms the basic part of learning language and other academic disciplines. In terms for literacy assessment, the second form of assessment helped in determining the interviewee’s ability to understanding certain key terms associated with physical education. Before fully understanding a written interview, the interviewee was expected to know the basic terms used in physical education.

Lastly, the third mode of assessment required an interviewee to read certain texts. Their language capabilities would be described by listening to their pronunciation, contextual comprehension and expression of the learnt outcomes. Learning outcomes were assessed in different ways in the third assessment, which includes attributes of the first and second assessment tools. Their literacy levels would be identified from their ability to pick out key terms in the written texts and provide their meanings in relation to the field of physical education. Taken together, these modes of assessment would be able to identify all aspects of literacy and language effectively. The combined usage of these assessments certainly depicts the aspects of language and literacy in the classroom learning setting and in the physical education.

The oral form of interview assumed an interview-like story testing on the interviewee’s knowledge of the test areas in academic and physical education. The interviewees were required to tell a short story about a relevant topic taught in physical education as a representative of academic content, observing language usage in delivery of instructions. This was to allow me (the interviewer) to assess their language capabilities with particular emphasis placed on the levels of pronunciation. All aspects of language learning outcomes were assessed but within the topic that touched on physical education (Mandigo & Holt, 2004).

Reporting Data

The assessment on each of the three interviews was carried out and presented in clear distinction. Each interview session had specific instructions issued and the delivery of responses conducted in three sessions. Analytical procedures were carried out later with regard to the needs of the three distinct assessments, which were then compiled for reconciliation of the expected learning outcomes. Each phase represented the results obtained from the interviewee as discussed below.

A: Oral interviews: Retelling of a short story

In the first interview, the respondent (CT) was required to give a detailed account on a host of areas in the physical education as mentioned earlier, via the word of mouth expression. The interview continued in a face-to-face oral-response version of questions and answers session that required him to tell a story relevant to the field of physical education. Then followed a question and answer session wherein the interviewee was expected to highlight the importance of the field of physical education with regards to the school curriculum. Instruction was delivered on the need to observe standard language requirements of expression, for purposes of expressing the best language attributes. For instance, I asked him to highlight the beneficial factors associated with physical education in schools (Mears 23).

In so doing, his knowledge or better still his literacy level on the content area was noted. This kind of assessment was meted to this specific interviewee because it was expected that at the level of education achieved by the respondent, a fairly complete mastery of the English language would be met. To this end, the outcomes of the learning process were fairly met by the candidate. His knowledge of physical education was also particularly appealing. Being the kind of student he was, he easily met the criteria upon which the assessment was based. His language prowess said much about his background within the suburban and urban education setting. Alternatively, he had a unique touch of class work achievements and spoke volumes about who he was as an average student. This kind of assessment was particularly useful in determining the interviewee’s proficiency level with regards to literacy and language.

B: Written interview

In the second assessment, the learning outcomes assessed were purely based on comprehension potential that the student is expected to possess at the level of education in college education, as well as assessing other various capabilities. Despite this interview being different from the first analysis in that the first included oral response and the second one included a written response, the content was mainly physical education related. The interviewee was expected to respond to written questions with the view of giving his ideas on the content area. Just like in the case of the first interviewee, he was expected to discuss the implications of physical education in schools. His case was, however, different, as he had to do it in a written form. This did a lot to test his mastery of the language as well as his knowledge of the field of physical education. Practical aspects of physical education, as taught in schools, were also tested in his case. The relevance of this practicality was to ascertain his literacy levels in so far as the field of physical education was concerned (Massey and Heafner 74).

The assessment used on him was, however, befitting. The relationship between this mode of assessment and physical education is that; much of the physical education as administered in primary schools, high schools and college levels is done practically. It mostly involves fitness schedules and in most cases has been confused with games periods. There was, therefore, an increased need to introduce the practical aspect in the assessment of literacy levels. In as much as his literacy levels with regards to physical education are concerned were commendable, he clearly had all the difficulties in expressing his sentiments. Issuing instructions seemed to destabilize the interviewees as their thought processes looked compromised. All in all this mode of assessment is efficient in its usage. As such, it could be largely embraced in the field of physical education.

C: Reading and listening

The last interviewee, as mentioned before, involved a special method of interviewing incorporating different assessment techniques. The technique assessment applied in his case was a reading and listening session. As mentioned earlier on, the interviewee was expected to read comprehension texts and listen to such texts read to him. With a lot of incorporation expected, these comprehension texts had to be as painless as possible. Apart from his literacy levels, his comprehension levels were also put the test. The listening process essentially tested the interviewee’s comprehension levels from listening and reading perspectives as opposed to the version involved in the second interview. Interestingly, CT had a few difficulties in reading the texts when compared to listening. His pronunciation of key words was of particular interest. He also clearly lacked the ability to identify the characteristic features in physical education when these texts were read to him.

As identified in earlier interview, his comprehension levels were, however, commendable. The usage of this mode of assessment is obviously limited in its contextual application considering most of the people undergoing a course on physical education are drawn from within schools. The relevance of written interviews to the field of physical education can be determined although in insignificant levels. The kind of responses obtained from the last interviewee exposed him as poor communicator and taking initiative exposed some weaknesses (Marlett and Gordon 55).

Conclusion

In summary, assessment of various people is crucial in determining what kind of assessment to use. More noteworthy is the application of the various techniques of interviewing in the determination of literacy and language levels of the various students of physical education. The various interview techniques applied in this assessment include among others direct facial interviews, written interviews and third party interviewers. All these techniques, depending on the situations of application, brought out the best out of the respondents in so far as the content area is concerned. Considering their efficiencies in providing the requisite information, all these modes of assessment can be utilized in the future with little or no modifications required to them. It is necessary to know that the number of respondents was crucial in determining the availability and applicability of the various assessment techniques. The rationale behind identifying a number of interviews with different specific assessment techniques benefitted the whole essence of this assessment. At the end of it, I was able to determine the applicability of literacy and language in the field of physical education. The results obtained made it possible for me to acquire the necessary information to develop a lesson plan for teaching physical education.

 

 

Works cited

Marlett P. B. & Gordon C. J., The Use of Alternative Texts in Physical Education, Journal of Adolescent & Adult Literacy, International reading association, November, 2004, (pp. 226-237). Print.

Mandigo, L. James, & Holt, N. L., Reading the Game: Introducing the notion of Games Literacy, Journal of Physical Health, Brock University, 2004. Print.

Massey D. D. & Heafner T. L., Promoting Reading Comprehension in Social Studies: The Use of Alternative Texts in Physical Education, Journal of Adolescent & Adult Literacy, International Reading Association, November, 2004. Print.

Mears B., The ABC’s of Effective Reading Integration, Journal of Teaching Elementary Physical Education, EBSCO Publishing, September 2003, pp. 36-37. Print.

 

 

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