Tasks and Assessments:Simplified Characters Versus Traditional Characters
1. Simplified or Traditional Chinese characters,
Which One is for Me?
Draft Performance Assessment
by Lee Kerk and Sheng-Yin Lin
October 11, 2014
2. Objective
Constructive Response:
● to reflect their learning process
● to analyze data from various experiments
Curriculum Embedded Experiments: on both
simplified and traditional character
● Test speed of recognizing
● Test comfortable level of writing
● Test depth of comprehension
3. Task 1: Constructive Response
You are in a Summer Camp in Singapore and the coaches
want to know your experience with Chinese. Please write a
paragraph about 100 characters to share with them how
you grow up learning Chinese. Your writing may include,
but not limit to, information about your family background,
when and how you started learning Chinese, what writing
system you start with or use, etc.
4. Task 1: Constructive Response
Checklist:
__ amount of information: ~100 characters
__ completion of task: in 10 minutes
__ comprehensibility:
__ legibility
__ sentence structure
__ organization of ideas:
__ required elements & vocabulary words
__ logical flow of thought
5. Task 2 (Experiment 1):
Reading Fluency
● students will do timed reading in both simplified and
traditional characters on the same paragraph.
● Four paragraphs in all. Each time alternate the order of
reading text in simplified or traditional character first. For
example, read paragraph 1 in simplified characters first,
then read it in traditional characters. Next time, read
paragraph 2 in traditional characters first, then in
simplified characters.
● Record the time of each reading on the chart.
6. My Timed Reading
Record Chart
Reading:
● Remember to read
the text every
day/night.
● Read the same text,
simplified first then
traditional or vice
versa.
● Reverse the order
your start reading the
next day/night.
Charting:
● Start with the minute,
and label the time in
the intervals of 5
seconds.
● Remember to mark
the reading time in
red line for simplified
character, and blue
line in traditional
character.
7. Task 2 (Experiment 1):
Reading Fluency
Checklist:
__ Record for four days.
__ Record time and make chart.
__ Record number of unknown words.
__ Record texts in simplified/traditional character.
(Red shows text in simplified and blue shows text in
traditional character.)
12. Task 3 (Experiment 2-1):
Quick Write in Simplified Character
Prompt 1:
You will be attending an overnight Chinese Camp next
weekend. You are asked to talk about your
accomplishments and/or challenges in learning Chinese
with supporting details and examples. Use simplified
characters to write at least 100 characters. Use pinyin
when you do not know how to write the characters. Amount
of information, organization of ideas, accuracy of
characters will be assessed. Finish the task in 10 minutes.
13. Task 3 (Experiment 2-2):
Quick Write in traditional Character
Prompt 2:
You will be attending an overnight Chinese Camp next
weekend. You are asked to write about your family and
language background. Use traditional characters to write a
complete paragraph about 100 characters. Use pinyin
when you do not know how to write the characters. Amount
of information, organization of ideas, accuracy of
characters will be assessed. Finish the task in 10 minutes.
14. Task 3 (Experiment 2):
Quick Write in simplified/traditional Character
Checklist:
__ amount of information: ~15 sentences
__ completion of task: in 10 minutes
__ comprehensibility:
__ legibility
__ correct use of required characters, ____ errors
__ organization of ideas:
__ required elements & vocabulary words
__ logical flow of thought
15. Task 4 (Experiment 3):
Reading Level
● Students are to self-select two books about 100 pages
long or two articles about 500 characters at their
reading level: one in simplified character and the other
in traditional character.
● Complete the reading log to show understanding.
● Analyze the discrepancy of the reading level between
the took books/articles, if any.
16.
17. Task 4 (Experiment 3):
Reading Level
Checklist:
__ Completion of task: reading logs
__ Completion of task: reflection of discrepancy
__ Reflection:
__ compare the reading level
__ support your reasoning
__ choice of character system
18. Task 5 Constructive Response
Performance Assessment
Based on the analysis of reading and writing data and guided
reflection, identify if you are a better reader and writer in
simplified and/or traditional characters. Decide which character
system you will use based on your learning needs. Justify your
choice with clear reason and relevant evidence. If you choose to
use both character systems, justify your choice too. Argument,
evidence, analysis, organization and convention will be
assessed.
19. Task 5 Constructive Response Performance
Assessment-Rubric
Domain Emerging Developing Proficient Advanced
Argument Argument and conclusions
are unclear or absent.
Makes a somewhat clear
argument and draws
superficial conclusions.
Makes a clear argument
and draws broad
conclusions.
Makes a well developed
argument and draw
meaningful conclusions.
Evidence States, but not explain
evidence.
States a general
difference in perspectives.
States some major
difference in
perspectives.
Enlists varying
perspectives.
Analysis Restates information from
single source.
Restates information from
multiple sources.
Summarize evidence
from multiple sources.
Synthesizes evidence from
multiple sources.
Organization Ideas are underdeveloped,
or loosely sequenced.
Ideas are organized, but
not logically sequenced.
Ideas are organized, and
logically sequenced.
Ideas are well developed,
and sequenced smoothly.
Conventions Has serious errors in
character or syntax that
interferes with meaning.
Has minor errors in
character or syntax that
distract meaning.
Has minor errors in
character or syntax that
do not distract meaning.
Is free from errors and
easy to understand the
writing.
20. Task 6 Presentation/Speech
Performance Assessment
Present your choice of character system in front of
the class or video tape a two-minute speech and
share with the teacher. Pronunciation and tones,
posture, eye contact, volume and pacing will be
assessed.
21. Emerging E/D Developing D/P Proficient P/A Advanced
Pronunciation
and tones
Pronunciation and
tones affects
comprehensibility of
presentation
Speaking is somewhat
clear , and hard to
follow
Speaking is generally
clear, fluid, and easy to
follow
Speaking is consistently
clear, fluid, and easy to
follow
Presentational
skills:
Posture and
gestures
Eye Contact
Volume
Pacing
Lacks control of body
posture and gestures
Does not make eye
contact
Too soft to be heard
by all audience
Pacing of the
presentation is too
slow or too rushed
Demonstrates some
control of body posture
and gestures
Makes some eye
contact
Loud enough to be
heard by some
audience
Keeps appropriate
pacing some of the
time
Stands up straight and
demonstrates
appropriate gestures
Establishes eye contact
with everyone most of
the time
Loud enough to be
heard by all audience
most of the time
Keeps appropriate
pacing
most of the time
Stands up straight and
looks confident and
relaxed
Establishes eye
contact with everyone
throughout the
presentation
Loud enough to be
heard by all audience
throughout the
presentation
Keeps pacing in a way
that engages the
audience
Oral Presentation Rubric