EDU 2303

ASSESSMENT DESCRIPTION TASK 2

Assessment Details

Course Code: EDU 2303

Course Name: Language and Development: SLA Principles and Pedagogy

Course Teacher: Grace Bryan

Task Title: Assessment 2 – Multimedia Presentation: Case Analysis

Task Description: A case study and representative sample of students’ L2 errors catego-
rised, described and analysed and related to relevant appropriate theo-
ries. Identify errors requiring teacher intervention. Demonstrate appropri-
ate remediation strategies.
(Outcomes: 2,3,4)

Goals Covered: L.O. 2, 3 & 4

This assignment has two parts

Special
Instructions: Individually you will:
1. Complete a learner profile for three students in your class (see attached).
Bilingual students are recommended for this assignment.

2. Collect video recording samples of the three children in order to analyse

their speaking and writing abilities (Use the food, color and alphabet letter
card attachment to assess the students).

3. Collect one clear sample of each student writing a sentence dictated to

him/her (This should be a writing sample where the student attempts
to spell a word NOT practice letter formation).

Error Analysis

PowerPoint Criteria (as a group)

 Describe the SLA stage the student is currently in and describe the char-
acteristics of that stage

 Video of 2 or 3 speaking and 2 or 3 writing error for the student should be

embedded in your PowerPoint

 Identify the source of the error made (Interlingual or Intralingual)

 Identify the type of error made

 Substitution
 Permutation
 Omission
 Addition

 Discuss at least 2 teacher intervention strategies that can be used to help

improve the student’s skill levels

You MUST use at least 2 references

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40%

Duration/Word 5-10 minutes maximum

Limit:

Due Date:

Grading/Marking Your grade will be determined using the criteria from the attached
Criteria: rubric.

Late Penalty: Unless special circumstances are agreed with the course teacher
regarding late submission, 10% will be deducted for work submitted
1 working day late, 20% for work that is 2 days late and 30% for
work that is 3 days late. Any work submitted more than 3 days late
will receive the grade Zero.

Academic Breaches of Academic Honesty will be treated with the utmost seri-
ousness. You are reminded that the penalties for cheating, or
Honesty:
plagiarism include dismissal from the HCT.
(for more information please refer to Academic and Student Regu-
lations, HCT Academic Honesty Policy, Student Handbook)

HCT Graduate Outcomes Addressed

1. Communication and Information Literacy x

2. Critical and Creative Thinking x

3. Global Awareness and Citizenship x

4. Technological Literacy x

5. Self-Management and Independent Learning x

6. Teamwork and Leadership ☐

7. Vocational Competencies ☐

8. Mathematical Literacy ☐

STUDENT GRADE/MARK REPORT

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Course Assessment/Student Details

Course Code: 2303

Course Name: Language and Development: SLA Principles and Pedagogy

Course Teacher: Grace Bryan

Task Title: Assessment 2 – Multimedia Presentation: Case Analysis

Student Name:

Student ID:

Final Grade/Mark
General Comments

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ASSESSMENT COVER PAGE

Course Name: Language and Development: Course Code: 2303

SLA Principles and Pedagogy

Instructor Name:

Task Title: Assessment 2 – Multimedia Presentation: Case Analysis (Individual)

Due Date: Date Submitted:

Name of Student:

Student ID: Section:

Late Penalty:
Unless special circumstances are agreed with the course teacher regarding late submis-
sion, 10% will be deducted for work submitted 1 working day late, 20% for work that is 2
days late and 30% for work that is 3 days late. Any work submitted more than 3 days late
will receive the grade Zero.

Academic Honesty:
Breaches of Academic Honesty will be treated with the utmost seriousness. You are re-
minded that the penalties for cheating, or plagiarism include dismissal from the HCT.
(for more information please refer to Academic and Student Regulations, HCT Academic
Honesty Policy, Student Handbook)

Student Declaration:
This assignment is entirely my own work, except where I have duly acknowledged other
sources in the text and listed those sources at the end of the assignment. I have not
previously submitted this work to the HCT. I understand that I may be orally examined on
my submission.
Signed: _____________________________ Date:____________________________

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Learner Profile
Student Name Student A Student B Student C

Age of student 8 6 6

K M

Languages spoken in the Arabic Arabic Arabic

home

How long have they been 4 years 3 years 3 years

studying English?

Phonics/Letter Knowledge Developing level

M- Mastery level
D – Developing level
E – Emerging level

Math Skills

M – Mastery level
D – Developing level
E – Emerging level

Learner Preferences
(What do they enjoy do-
ing?)

Socio-emotional Devel-
opment
(How are they in class?)

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 EDUCATION DIVISION EDU 2303 Assessment Task 2

GRADING / MARKING RUBRIC

ACHIEVEMENT INDICATORS
Achievement that does not meet requirements

Significantly below course require- Below course Achievement that

GRADING/MARKING ments requirements – Achievement that minimally meets the Achievement that is signif- Achievement that is out-
course requirements satisfactorily meets
CRITERIA Assessment has Clearly does achievement that the course require-
icantly above the course standing relative to the
not been submit- not meet the narrowly does not requirements course requirements
ments
ted at all, is not- requirements meet the re-
existent or not quirements
carried out

Letter Grade F D D+ C- C C+ B- B B+ A- A

1. With reference to section 8 of the Assessment Handbook, the following serves as a set of various assessment criteria and grade descriptors suitable for many different assessment tasks.
2. The assessment rubric can be customised in the following two ways:
- by selecting grading/marking criteria which suit a specific assessment task
- by adding specific details under the criterion and its corresponding achievement indicators. NOTE: Don’t change the original language - just add clarification, if needed.
3. The HCT Grading System is accessible at: https://portal.hct.ac.ae/sites/pnp/cass/Pages/lp209.aspx.

GENERAL CRITERIA (1-10)

2. Data collection and use
Data collected and timeli-
ness; description of tool
used to collect data; how
the tool was used;
limitations of the tool or the
data collected
Little or no data. Missed all dead-
lines. Alternatively, the tool used is
inadequately described no explana-
tions
Inadequate data Some data collection. Did not Adequate data collection. Very good data collection. Full and complete data.
collection. Failed meet all deadlines. Alternative- Met all or most deadlines. Met all deadlines. Alterna- Met all deadlines. The
to meet dead- ly, the tool used is sometimes Alternatively, the tool used tively, the tool used is well tool is described in full
lines. Alternative- adequately described with is adequately described with described with good expla- with comprehensive
ly, the tool used is some explanations some explanations nations rationale.
inadequately
described with
few explanations

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 EDUCATION DIVISION EDU 2303 Assessment Task 2

3. Explanation, description,
and/or justification
Logical reasoning, supported
back up and critical thinking:
compare and contrast
4. Analysis
Examination and interpreta-
tion of information and/or
resources
10. References
Bibliography, citation, in
text citation, referencing
(APA style format)
Explanation and reasoning is wholly
lacking. May demonstrate a total
misunderstanding of the task.
Little or no evidence of examination
of source material
Little or no referencing
Irrelevant or inappropriate selec-
tion of references.
No citations in text.
Explanation and Some explanation and reason- Explanation and reasoning is All explanation reasoning is All explanation and rea-
reasoning is not ing is discernible, though not generally well-formed, fully-formed, complete and soning is fully-formed,
easily discernible, always complete and/or logical complete and logical. Most wholly logical. Most main complete and wholly
complete or logi- in places. Key points may be main points are backed-up, points are backed-up with logical. All main points
cal. Main points significantly lacking in support. though not always with sufficient supporting evi- are backed-up with suffi-
lack support. sufficient supporting evi- dence and examples, as cient supporting evi-
dence and examples, as required. dence and examples, as
required. required.
Constituent ele- Some key elements are identi- Generally, key elements are Key elements are identi- Key elements are identi-
ments may be fied, but may lack accurate identified. Generally accu- fied. Accurate interpreta- fied. Accurate interpreta-
incorrectly identi- interpretation, analysis or ex- rate interpretation, analysis tion and evaluation show tion and complete evalu-
fied; analysis may planation or explanation clear understanding with ation show clear under-
be attempted but only occasional lapses standing
unjustified
Inadequate refer- Evidence of referencing, but Adequate referencing, but Fully-formed references Fully-formed and accu-
encing with a not throughout. some inconsistencies. with minor errors rate references.
significant num- Few references and many are Limited number of refer- Limited number and selec- Extensive selection of
ber of inconsist- not suitable or reputable. ences, but not all are suita- tion of reputable and suit- reputable and suitable
encies Few citations with little or no ble or reputable. able references. references.
Few references links to your ideas. Few citations that are not Many citations are appro- Well selected citations
that are not suit- directly linked to your ideas. priate but only used as an that support ideas.
able or reputable. association to your ideas.
The citations have
no links to your
ideas.

WRITTEN LANGUAGE CRITERIA – APPLIED BACHELOR (11-13)

11. Clarity and accuracy
Clarity of message, accuracy
of grammar, vocabulary,
spelling, punctuation sen-
tences
The whole text is unclear.
Errors are numerous and
cause significant misun-
derstanding.
Mostly unclear with
patches of significant
break down. Errors can
cause significant misun-
derstanding and require
numerous corrections.
Sometimes clear, with patches
of confusion. Accuracy is incon-
sistent. Errors cause misunder-
standing. Correction required.
Generally clear and accurate.
Errors can cause misunder-
standing in places. Still some
correction required.
Clearly expressed, with only
occasional errors that do
not cause misunderstand-
ing. Requiring a minimal
amount of correction.
Clearly expressed
throughout. Consistently
accurate. Requiring a
minimal amount of cor-
rection.

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 EDUCATION DIVISION EDU 2303 Assessment Task 2

PRESENTATION CRITERIA (including SPOKEN LANGUAGE for APPLIED BACHELOR and DIPLOMA) (16-19)
18a. Spoken language (Ap- Speaks very slowly with Speaks slowly using sim- Usually maintains flow of Usually maintains fluency, Usually fluent and shows a Fluent, flexible and co-
plied Bachelor) poorly linked ideas. Fre- ple connectives but with speech but with some areas of but with some correction, range of discourse markers, herent in use of discourse
Fluency and coherence, quently unable to convey numerous pauses, repeti- disfluency. repetition or slower speech. topic vocabulary and para- markers, topic vocabu-
Lexical resources, message. tions and self- phrase. lary, style and para-
Grammatical range and ac- corrections. Some break- Sufficient vocabulary to talk Reasonably wide range of phrase.
curacy, Only simplest vocabulary down in communication. about topics but with limited vocabulary with some para- The range and control of
Pronunciation and sentence structures flexibility and only occasional phrase. simple and complex sen- Accurate and flexible use
attempted. Inaccuracies Vocabulary limited to paraphrase. tences and pronunciation of complex sentences and
cause serious misunder- familiar topics and rare Limited complex sentence features is reasonably accu- pronunciation features.
standing. paraphrasing. Mostly accurate in simple sen- structure and some mispro- rate.
Sentence structures very tences. nunciation, but can usually Easily understood.
Pronunciation problems limited in range and ac- be understood. Message is always under-
cause speech to be often curacy. Errors and mispronunciation stood.
unintelligible. Errors and frequent mis- can cause misunderstanding.
pronunciation cause dif-
ficulty for the listener.