How Does A Chinese Only For Unknown Vocabularies? Essay

1635 Words Oct 23rd, 2016 7 Pages
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 members’ desire to achieve higher marks. Students may also deliberately choose to use Chinese to talk about topics that are not related to the lesson. Thus, item 2.1 can not really determine students’ speaking ability and is not suitable for this assessment. The nature of this assessment makes it hard for the teacher to determine student’s speaking ability and teacher…

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