Assessment for Literature in Play

Introduction Assessment part for this course is an on-going process. There are two major components for the assessment; formative assessment and summative assessment. The formative assessment carries 60 marks whereas the remaining 40 marks are due on the summative assessment for D-day. Throughout the twelve meetings, the learners are assessed based upon certain criteria which suit the lesson for each meeting. We encourage a variable method of assessment along the formative assessment to effectively triangulate the result thus making it more comprehensive in making future decision such as selecting the main cast and off-stage crews. We intend to suggest for the facilitators (teachers) to practice observation, self-assessment by the students and prompt quizzes (if necessary). All these assessments are essential simply to place the students in less stressful circumstances.

Formative Assessment Observation This assessment approach is to be carried out by the teachers themselves. Whenever the teacher assigns an activity to be completed, the teacher will take a subliminal approach to observe the students respond towards the task and put a tick on the observation paper after the session. The coding used for this assessment is not in form of numbers but instead it differs only between M-Managed to complete and U-Unable to complete (refer Appendix). By the end of the course, those with a substantial amount of marking will be taken into consideration to hold major tasks during the play.

Formative Assessment Self-Assessment Casting a team to play in the drama takes a lot of critical decisive actions. Sometimes, the teacher might misinterpret the students reaction by casting him or her to play the role that he or she did not wish for. Owing to that, the students are given the opportunity to do the selfassessment approach so that the teacher will have a better picture of the students expectation towards the play (refer Appendix). This assessment is to be done during the ninth week which is before the casting of role for the play.

Formative Assessment Quiz Pop quizzes are encouraged to be carried periodically simply to test the present understanding of the students towards the storyline Putih. This is highly important as the students need to be well-digested of the storyline so that if anything happens to the team members, the other crew members can replace them without much problem. Teachers should also beware of any unexpected mishaps during the whole process. Summative Assessment D-day This assessment approach is to be done during the play and the play is expected to be presented before the whole school. Supposedly, the citizens of the school are to judge the whole play of whether it would be good enough to enter the drama competition. However, two representatives from the Parents Teachers Association and three senior English teachers from the school will be selected as a panel of adjudicators. The students will be given marks based upon their group performance (off-stage crews) and individual performance (on-stage players). The marking scheme is adapted from the authentic marking scheme used during English drama competition for secondary school at national level (refer Appendix). A total of 40 marks are awarded based on their creativity and innovation in interpreting the whole drama. Supplementary awards for Best Crew, Best Act and Best Storyboard are also given as a token of encouragement for the students.

Conclusion The primary focus for this programme is for the students to have fun while strengthening their English language acquisition. Unfortunately, it is impossible for the teacher to simply let loose of the students countenance without any systematic assessment of their progress and the effectiveness of each activity implemented. The teacher or facilitator has to be tactful in carrying out his or her task when assessing the students progress. The learners also need to be informed that they will be monitored throughout the 12-week course simply to have them dedicated towards their obligation.