Chinese Assessment Task Item to Essay

Open, View, and/or
Download this Document

Total Length: 986 words ( 3 double-spaced pages)

Total Sources: 3

Page 1 of 3

The is a lack of clear instructions and of a proper indication of the level of student knowledge. Also, there is indication with regard to the Teacher's guidelines, only contain basic assessment information was available. From both the student and the instructor's viewpoint, there were no overall guidelines to describe how to implement Assessment task for ninth grades. In addition, the student descriptions of the task were very brief. The materials were not well organised. Also, the assessment task description and rubric is one document rather than well organised and separated as compared to the QSA Sample assessment.

The assessment is not suitable as presented for the Year 9 Chinese level. Also the assessment has little relevance to the required course objectives as reflected in teaching and learning.

Therefore, it has no real quantifiable ability to provide students with adequate opportunity to demonstrate the performance of particular criteria, especially in preparation for even the simple task of a beginning assessment. Such assessments should be able to accurately measure a ninth grade student's abilities in word and sentence structure, recall and retrieval of Mandarin Chinese as the target language.

Conclusion:

An assessment is intended to measure a test-taker's knowledge, skill, aptitude, or abilities in a particular area being assessed.

Stuck Writing Your "Chinese Assessment Task Item To" Essay?

View All Our Example Chinese Assessment Task Item to Essay

Have A Custom Example Essay Written

At its best, an educational assessment is not just a document. It is a process of documenting, in measurable terms about the knowledge, beliefs, skills and attitudes. A proper assessment can and should focus on the individual learner, a learning community (such as a class, workshop, or some other group of organized learners), an institution, or an educational system as a whole unit. It is of a supreme importance to notice that the final purposes, assessments and practices in education depend on the theoretical framework of the students, teachers and other stakeholders exhibit their assumptions and beliefs about the assessment process.

High-quality assessments are generally considered to be those with high levels of reliability and validity. While approaches to reliability and validity may vary, however, their reliability relates to the consistency of particular assessment. From experience, reliable assessments are those which consistently achieve the same results with the same (target student population. A valid assessment therefore is one which measures states and measures what it is intended to measure. If it does not, it is not useful in gauging student abilities or potential. In the case of this assessment, better evaluation of the student's cultural potential is essential......

Show More ⇣

     Open the full completed essay and source list


OR

     Order a one-of-a-kind custom essay on this topic


sample essay writing service

Cite This Resource:

Latest APA Format (6th edition)

Copy Reference
"Chinese Assessment Task Item To" (2011, September 21) Retrieved May 20, 2025, from
https://www.aceyourpaper.com/essays/chinese-assessment-task-item-45585

Latest MLA Format (8th edition)

Copy Reference
"Chinese Assessment Task Item To" 21 September 2011. Web.20 May. 2025. <
https://www.aceyourpaper.com/essays/chinese-assessment-task-item-45585>

Latest Chicago Format (16th edition)

Copy Reference
"Chinese Assessment Task Item To", 21 September 2011, Accessed.20 May. 2025,
https://www.aceyourpaper.com/essays/chinese-assessment-task-item-45585
   

Open, View, and/or
Download this Document
order custom essay example