Nt1330 Unit 2 Individual Assignment

Items of this Guttman chart generally follow the expected pattern as the more difficult items have less 1s and the 1s are from higher achieving students. However, there are still some expectations. Item 2.1, “Use Chinese only for unknown vocabularies”, shows a particularly irregular pattern, as some students of a lower ZPD group were able to present the required skill while some higher students didn’t. Item 6.3 and 5.3 also show irregular patterns, although not as much as item 2.1. One possible reason for item 2.1’s result is that the groups students are in may determine how much Chinese they used during the communication. As this assessment requires students to work together as a group and exchange information with group members, students may be influenced by their group members when deciding how to explain the information they have. For example, high achieving students with ability to achieve this item may choose to use Chinese so that other members with lower listening skills can understand the information better. Likewise, lower achieving students may be using more English under the pressure of other group …show more content…
This task may be challenging for student 15 as he achieved only 4 out of the 19 items. It is not too easy as even the highest achieving students still have one more item to work on. The Guttman chart shows a diagonal trend, making it possible to determine students’ ZPD groups. The above components show that this assessment is suitable for this particular class as students’ ZPD can be successfully identified by reading the Guttman chart. However, as suggested previously, this task is not very suitable for judging students’ speaking skill, and the teacher will need to plan other tasks to gather more information about students’ speaking ability. The debate assessment that the students have after this task will be a good chance to collect such