Thumbs Up! Unit 10 - COME-ON, FUN Let’s have fun!

Discussing and using the assessment criteria 

In this activity, students will: 

• explore the assessment criteria in relation to the achievement objectives 
• deepen their understanding of what they need to do to achieve success. 

Getting started  

THUMBS UP! We hope that you and your students are enjoying learning NZSL so far. You’re at the halfway mark, and this is the celebration! Let’s have fun! 

In this unit, have your students use the language and cultural knowledge that they have learnt in Units 1–9 in situations where they can show their communication skills.  

Language learning is successful when your students can use the language they have learned automatically and spontaneously in familiar situations. At this point, they should be able to communicate effectively in NZSL in a range of situations and respond to others promptly and with reasonable accuracy. 

Reviewing objectives and criteria 

Students can look over the achievement objectives and the assessment criteria, which are provided in Worksheet 10.1. Give the students a copy for their reference. Tell them that they will be using these criteria to assess their own performance and each other’s performances. 

Play a recording of the students’ performances in a previous unit. Suggest that they apply the criteria by looking for one or two examples of each descriptor. 

Afterwards, discuss this process with them. Some questions you could ask: 

• Was this an easy task?  
• Does it make them more perceptive in relation to what they need to do to perform well?  

Help them to combine their assessments to contribute to a holistic assessment of each presenter’s knowledge and skills. As well, encourage them to give feedback on specific areas that have been well achieved or need improvement. As the performances are reviewed, get the students to write down the skills that need improvement. 

How to use the assessment criteria 

Please use these assessment criteria carefully. Remind your students that they are in the beginning stages of their learning. 

These criteria will help them to deepen their understanding of what is required for the proficiency level they are working towards and to measure their progress towards achieving it. However, make it clear to them that it may be too soon for them to achieve levels 1 and 2 proficiencies. They will need a wide range of examples across each behaviour in a broad range of situations to achieve this. 

Place an enlarged copy of the assessment criteria on the classroom wall. Students often need time to absorb and reflect on assessment criteria and what they mean for their individual performances. 

 See Materials that come with this resource to download Worksheet 10.1: Assessment criteria (.pdf). 

Preparing for assessment 

The students will prepare presentations that will demonstrate their achievement of the required competencies. 

They will present or perform one or more items. You decide the number of items required. 

The performances or presentations can include any of the following: 

• Giving personal information, for example, introductions and talking about the family. 
• Roleplays (the students’ own work). 
• Acting out video language scenarios. 

Needs and wants 

Find out your students’ preferences and needs. Some students may wish to make up their own role-plays, based on their learning in Units 1–9. Others who are less confident may find it helpful to use the video transcripts of the language scenarios. 

For those using videos or scenarios, ask them to vary some of the dialogue or add some extra dialogue from their knowledge of Units 1–9. In this way, all the learners will be encouraged to be creative while receiving the level of support they need. 

In the early stages of language learning, having appropriate support in place to assist students increases their motivation to continue their learning, even for those who find learning a language challenging. 

Determine audience 

Decide who the audience is to be. Depending on your circumstances, you could consider: 

• keeping this a class activity 
• arranging to present/perform to another class also learning NZSL 
• arranging to present to invited parents and community members 
• arranging a visit from the principal or other staff. 

Your students may also have suggestions. They may be nervous about performing their role-plays to an audience. Arrange the programme in the way that best suits you and your school’s circumstances. 

Choosing a scenario and presenting 

Worksheet 10.2 offers different scenarios that the students could choose from. Although some units are specifically mentioned, remind the students that they can combine language from other units as they consider appropriate. 

The presentations should be around three to four minutes long and involve all the members of the group, with everyone having an equal speaking part. 

Give the students time to work on their presentations so that they have the level of confidence they need to be able to present well. Monitor their engagement and give support where needed. For example, you could help them to check back through the units or play relevant scenes and clips. 

Find out from the students whether they need any props for their presentations. Arrange for these to be available. 

See Materials that come with this resource to download Worksheet 10.2: Further language scenarios (.pdf). 

Giving a presentation 

The students will give their presentations.  

Video recording 

 Arrange for the presentations to be recorded on video. The video recording will provide you and your students with a record of their achievement at this point in time. 

The recording also functions as a learning and evaluation tool, helping your students to critically engage with their own achievement and work out ways in which they can improve. Setting improvement targets helps to identify areas for future focus, both for ‘next steps’ learning and as objectives to be met in the long term. 

Setting up the presentation space 

 Set up the space ready for the presentations. If an audience has been invited, select some students to welcome the people in NZSL as they arrive. 

Presenting 

 Get the students to give their presentations in turn. 

Make sure that they feel well enough prepared so that they enjoy giving them and can feel proud of the skills they have acquired. Some of them may need a script as support. Others may have developed a level of fluency and confidence that lets them perform their role-play without one. 

Tell students to round off the presentations by using NZSL to thank and say goodbye to the audience. 

Assessing progress  

The students will assess their own progress, and the progress of others, for each outcome. 

Look over achievement outcomes 

Hand out copies of Worksheet 10.3. Explain that they will review their own and the other students’ progress on the outcomes to be achieved on the worksheet. 

Review the recording with the students. Use the process described in Activity 10.1 for the students to assess their own and others’ performances. 

Have the students work in groups and complete their worksheets. Ask them to assess the performance of each student in their group, taking one bullet point at a time. The students then tick the box that the group has agreed on. When this task has been completed, give them time to reflect on the completed assessment and to write down three areas where they now see that they need to improve their NZSL knowledge and skills. 

See Materials that come with this resource to download Worksheet 10.3: Assessment record (.pdf). 

Give more time for learning or move on? 

You will know from the outcomes of Unit 10 whether your students need more time to consolidate certain aspects of their learning in Units 1–9 or are ready to advance to Unit 11. 

Consider to what extent the activities in Units 1–10 could be exploited further to reinforce your students’ learning in the areas (knowledge or skills) that they themselves have identified as needing further attention. In this way, your students can engage with the next phase of their learning with confidence.