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Arguing a Point: Part A

Learning task 6: Assessment

Dimension of effective practice

Learning task

What to notice

 

What is the impact of the teaching and learning?
Use a range of assessment processes to investigate the success of the teaching.

Assessment: Students plan, develop, rehearse and perform spoken argument on a contentious issue. For students at or beyond level 6, this may be used for assessment for AS90058 (English 1.7): Deliver and oral presentation in a formal situation. Refer to the relevant tasks on TKI and exemplars.

For students not yet at level 6: Assess their performance using the NZ English Exemplars [teacher matrix]

Differentiation, based on learning needs:

  • Students might work alone or in pairs [same/mixed ability], on two sides of a debate
  • Students might select a provocative topic of personal interest/relevance
  • Students might choose the context (e.g. speaking to persuade, instruct, entertain..)
  • Teacher can provide scaffolds and exemplar structures to support/extend students.

Next steps for learning: Note and give constructive feedback and feed forward on the students’ strengths and needs in terms of communicating a meaningful argument in clear, formal English, supporting their arguments with logical and reasoned evidence, and using language to express opinion and to give reasons.

Informing your future teaching:

  • Students can transfer their learning to written language, using Arguing a Point B and might work towards AS90053 (English 1.2): Produce formal writing
  • How effective have your chosen teaching approaches and strategies been? Build on what worked well and address any less effective areas.
  

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