Assessment and Evaluation of English Learning Modules

Assessment and Evaluation of English Learning Modules Assessment and Evaluation We did the worksheets for the Standard Four pupils in SJK (T) RRI. The worksheets that we did are Unit Six to Unit Ten. Unit Six is Tell Me A Story, Unit Seven is Be Safe and Unit Eight is Save, Spend Wisely. Unit Nine which is Stories from other lands and lastly Unit Ten is Let’s Celebrate. We based our questions on the English Year 4 textbook and other relevant resources such as workbooks and educational newspapers. The worksheets consist of three levels. The first level would be the High English Proficiency (HEP) and the symbol would be a triangle. Second level would be Average English Proficiency (AEP) and the symbol represented it would be square. The third level is Low English Proficiency (LEP) which is a circle. We tried our level best to come out with worksheets which are suitable for all the students to answer. All the worksheets given have its’ own answer sheets as well. This is to enable teachers to know the answers. There are different number of questions and sections in each unit. This is because; every unit has its own types of questions that can be formed. One question will be one mark. The worksheets consist of Multiple Choice Questions (MCQs), fill in the blanks, rearrange and rewrite the sentences and write sentences. We also take into account skills such as reading, listening and speaking into our worksheets besides just writing. By this, students can improve and do well in their future test or examinations. From the trial worksheet, some students are capable of completing the worksheet, but most of them need guidance from the teacher. They like the multiple choice questions because they just need to circle the answer instead of writing the answer by themselves. These worksheets can help them because it is a form of practising for them. Unit Five which is â€Å"Tell Me A Story†, the first section is where students are required to choose the correct sentences by filling in the number in the correct box provided. In this section, the students need to read through the story first and then figure out the sequences of the story. The story in this section is â€Å"The Mouse- Deer and the Crocodile† (Wignell, 2009). This enables students to think well. As for the second part, students must join the two sentences into one. They must use â€Å"and†, â€Å"but† and â€Å"because† in order for them to join the sentences. The reason for this exercise is to enable students to learn how to join two different sentences into one. In order to let the students understand how to join the sentences, there will be an example provided for them. This will make it easier for the students. The last section of the worksheet is fill in the blanks. This part, students are required to fill in the blanks to com plete the story. The story is â€Å"The Fox and the Grapes† (n. d, 2013). By this, students will be able to read the story and learn at the same time. This enables them to be creative in putting words that fits and tally with the story given. For Unit Seven, activity 1 and 2 are for the LEP students. Activity 1 is a reading activity which uses simple English for students to read. Activity 2 is MCQs. This can help the LEP students to choose answers from the choices given. However, question five will be fill in the blanks where students can give their own point of view. Here, students are required to think a bit. This can help in their Creative, Critical Thinking Skills (CCTS). Activity 3 is a reading activity, but it is for the AEP students. It uses long and difficult words. Activity 4, students are required to circle the words with the correct spelling. It is for AEP students. The words are longer and the word choices are close to each other. What makes it more challenging is that, the spelling might be wrong, but the pronunciations can be the same. As for activity 5, students need to put the correct punctuations in the sentences. There are short and long sentences. The longer the sentences the more punctuation needed in one sentence. In Chapter Eight, students are going to learn about how to save and spend money wisely. It is important to teach children about the financial skills from young (Shin, 2013). In the first part of the worksheet, we try to enhance their reading and speaking skills. Reading and speaking skills are critical to children’s development, but it is important for their success in school and work (Boyse, 2010). Multiple choice questions can consider as an easy level, because they just need only recognize a correct answer (Popham, 2011). For the AEP students, they can train their critical thinking skills from finding out the words from the diagram that had shown in the worksheet. Here, they can also improve their grammar skills. The students will do some exercises on the â€Å"do† and â€Å"don’t†. They will be asked to write down a short sentence regarding the action in the pictures that had been shown. Moving on, there will also be questions where students need to calculate the total cost for owning each type of pet and write a short sentence in response to a direct question (Popham, 2011). In additional, since the topic is about saving and spending wisely, students need to write down their daily usage of their spending. Picture of what they are saving for also can be drawn in the space provided, as they will be asked to draw it. This can enhance their awareness in saving money. Chapter Nine would be Stories From Other Lands. We first started with MCQ’s. Students will be required to read a passage given and answer the questions. In the second section of the worksheet which is filling in the blanks, the students’ grammar ability is being assessed. Section D, students was asked to complete the short sentences based on the pictures. In this section, we had given some words to help them construct and complete their own sentence. Besides that, complete the sentences based on the pictures are a useful way of finding information about physical objects (Yeh, Lee, Darrell, n.d.). These pictures also help students to construct sentences easily. Thus, this enables them to construct their own story. As for the last questions for Unit Nine, students ought to create any sentences regarding the pictures given. The story given was about the The Crow and the Pitcher. This is for the HEP students because students must make sentences with the correct grammar and punctuations. Lastly, in chapter ten, students are going to learn about festivals. Firstly, the LEP students will start by reading short paragraphs about other cultures. These include the cultures of Chinese, Muslims and Murut. We included a paragraph about the culture of the minority group in Malaysia which is Murut. By doing so, students will be exposed to more minority groups in Malaysia besides Kadazan-Dusun which will be taught in the textbook. In the second session, for AEP students, we had prepared questions where students are required to fill in the blanks with the help of the picture given at each blank. With the help of visuals, students will be able to accurately retrieve the content associated with the visual (Kouyoumdjian, 2012). Besides filling in the blanks, MCQ’s were also being included in the worksheet. Lastly, as for the HEP students, they are required to complete the sentences based on the pictures and words given. The last question for this activity requires students in their CCTS where they have to think and answer the question. In conclusion, the purpose of all these worksheets is to make sure that the students improve on their English. A slight improvement is always better than nothing. When we interviewed the English teacher who is Ms Siti, she told us that the students there do not have high performance in English. They are weak in grammar and spelling. Most of them cannot spell words correctly. This happens even though teachers try to guide them by going through all the exercise, question by question. Therefore, by giving them our worksheets, we hope to help them to be better in English and know the importance of that language. References Book Popham, W. J. (2011). Classroom Assessment: What Teachers Need to Know. United States: Pearson Education. Internet resources Boyse, K. (2010). Reading, Literacy and Your Child. Retrieved from http://www.med.umich.edu/yourchild/topics/reading.htm Chin, S. (2012, November Thursday). The goose that laid golden eggs. Retrieved July Tuesday, 2014, from Enjoy Reading, English Story Books: http://englishstorybooks01.blogspot.com/2012/11/the-goose-that-laid-golden-eggs.html?m=1. Dr. Savitz, J. (2014). Tips for being safe. Retrieved July Thursday, 2014, from Rowan University: http://www.rowan.edu/open/studentaffairs2/sexualviolence/tipsforbeingsafe.html. Emma. (2004). Top 10 tips for staying safe online. Retrieved July Wednesday, 2014, from Safety net Kids: http://www.safetynetkids.org.uk/personal-safety/staying-safe-online/. Haker, F. (1931). Safety first. Retrieved July Thursday, 2014, from Books of Short Stories: http://bookofshortstories.com/stories/safety-first.htm. Kouyoumdjian, H. (2012). Learning through visuals. Retrieved from http://www.psychologytoday.com/blog/get-psyched/201207/learning-through-visuals (N. d.). (2013). The fox and the grapes.Retrieved 21 July 2014 from  http://www.moralstories.org/the-fox-and-the-grapes/ Panda, S. L. (2013, January Monday). A beautiful poem on Childrens Day. Retrieved July Thursday, 2014, from PoemHunter.com: http://www.poemhunter.com/poem/a-beautiful-poem-on-children-s-day/. Shin, L. (2013). The 5 Most Important Money Lessons To Teach Your Kids. Retrieved from http://www.forbes.com/sites/laurashin/2013/10/15/the-5-most-important-money-lessons-to-teach-your-kids/ Stephen. (2008, September Saturday). Learn and earn. Retrieved July Wednesday, 2014, from Motivation: http://academictips.org/blogs/learn-and-earn/. Wignell, E. (2009). The mouse-deer and the crocodile. Retrieved 21 July 2014 from  www.edelwignell.com.au/docs/the-mouse-deer-and-the-crocodile.pdf Yeh, T., Lee, J. J., Darrell, T. (n.d.). Photo-based Question Answering. Retrieved from http://www.icsi.berkeley.edu/pubs/vision/Yeh Photo base d-1.pdf

Ethical Leadership versus a Written Ethics Code Essay -- Ethics, Busin

Ethics, which is less commonly known to us as moral philosophy, is an affiliation of philosophy that talks about issues of morality, concepts such as crime and justice, good and evil go hand in hand with morality. Ethics plays a major part in society and it is the way people behave in certain situations, over the years it has come under the spotlight through numerous situations. In this essay I will discuss whether a written code of ethics combined with ethics training is more effective than strong ethical leadership and vice versa. In an organisation ethics are supposed to set standards as to what is the right thing to do in conduct and decision making however this is not always the case. Over the years different scandals have occurred which have shown that companies and in particular the people that run them are not at all ethical and only seek to maximize profits. Economical analysts throughout the years have suggested that the way to avoid such incidents is by either having a code of ethics along with ethics training or through strong ethical leadership. A code of ethics is written in order to help members of an organisation behave in an acceptable way within their given organisation. At the same time a code of ethics can help improve the popularity of the company due to the fact that it will be seen more favourable in the eyes of the public and of course the people that work in it. In addition, it will increase confidence within an organisation by showing to their rivals and the public that they are committed to following ethical guidelines. Firstly, a code of ethics is similar to the ACAS code of practice that is used in the government, however a code of ethics is strictly applied to the parameters of an organisation or ... ...ng to enhance the reputation of their company by being ethically faultless. Works Cited †¢ Anonymous, (nd) â€Å"Value based leadership.† Holt Cat, [Online] available from: http://www.holtcat.com/about_us/values_based_leadership.aspx [Accessed 29th November 2011] †¢ Daft, R., Kendrick, M. and Vershinina, N., 2008. Management, 8th ed. South-Western Higher Education. †¢ Daft, R. and Marcic, D., 2004. Understanding Management, 4th ed. South-Western Higher Education. †¢ Isidore, C., October 7, 2005 â€Å"Boeing CEO out in sex scandal.† CNN Money, [Online] available from: http://money.cnn.com/2005/03/07/news/fortune500/boeing_ceo/ [Accessed 30th November 2011] †¢ Wee, H., April 11, 2002 â€Å"Corporate Ethics: Right Makes Might.† Bloomberg Businessweek, [Online] available from: http://www.businessweek.com/bwdaily/dnflash/apr2002/nf20020411_6350.htm [Accessed 30th November 2011]

The Horror of the Heart of Darkness

Heart of Darkness, a novella written by Joseph Conrad, is a sort of monologue by a sailor named Marrow. Marrow's Journey through the Congo left him In a very emotionally shaken state, as he witnessed multiple deaths, corpses, diseases, and other such calamities. But throughout all of this, Marrow fixates on the most elusive character, a European worshipped by the natives by the name of Kurt. Kurt is portrayed as a very talented man; owing his artistic, musical, and literary skills to a high upbringing in Europe. He later becomes known as also the most talented ivory exporter in the Congo as well.Quartz's death, the pinnacle of the novella, reveals to those reading that Kurt Is terrified, of what exactly Is uncertain, as he screams aloud â€Å"The Horror! The horror! † (144) The most correct Interpretation of this statement would be that Quartz's upbringing in Europe made him an ignorant and greedy man, and thus, when he travels to the Congo, leads him to become a tyrannical le ader of both the company (for whom both Kurt and Mill work for) and the natives. Africa had only shown Kurt what was hidden within himself the entire time: A heart of darkness.Kurt was most likely born with a predisposition to money in the same way a dowsing rod is predisposed to find water. Kurt was amazing at getting the ivory he needs, needs, and not wants, as when Marrow first speaks to Quartz's caretaker in the Jungle, the caretaker mentions that â€Å"[Kurt] would shoot [him] unless [he] gave him the ivory,† Ivory given to Quartz's caretaker as a gift for hunting big game. The well-to-do Kurt had his normal personality slowly corroded by his experiences In the Jungle, but these experiences all Involved a commodity collected for vanity purposes.Seeking the class and supposed money he once had, Kurt turns to ivory as an addiction and a symbol of his new found wealth. European Society normal effects on Kurt have no hold over him any longer, and thus his true animal does sh ow. Masked under titles such as artist, writer, and musician, Kurt had been noted as no such â€Å"ordinary man,† (125) and yet, surprisingly, these remnants of his past life follow him Into the Congo, but are no longer apart of himself; Rupee's grasp over his mind Is released and allows him to become Just another â€Å"savage. †Quartz's hoarding of ivory is completely trivial; he has no real use for it, but became addicted to the prospect of gathering more and more, as if ivory were some sort of drug. Though he works for the company, whose goal it was to gather as much ivory as possible, Kurt still does not send his stockpile of Ivory to their base of operations, and therefore does not get paid, meaning Kurt had only his hut and his Ivory to his name. But because Europe values ivory, and Kurt is the epitome of all that is European, he is mentally wired to gather as much ivory as possible and keep it to myself.He even went so far as to slaughter enemies of a certain Af rican tribe only so that they may assist him in his conquest for ivory. He would stop at nothing to get even the smallest amount of ivory, and it was this untamed lust which drives him to lose sight of everything but the dead-elephant tusks. His mind Is gone, and the cause time. Being that â€Å"All of Europe contributed to the making† (117) of Kurt, it is not difficult to see why both Kurt and Europe want all the ivory to themselves, and will go to any means to do so.While Kurt threatens the lives of others, Europe sends people Just like Kurt, but with much less of a relevant backstops, into the Congo to also aid in taking down the most dangerous animal in Africa for a cosmetic object of appeal. Quartz's famous finals words, â€Å"The horror! The horror! † (144) point to him finally having his moment of enlightenment, as he â€Å"cried in a whisper at some knowledge[†¦ ] at some image, at some vision[. ]† His realization being that his true being shone thr ough only because of Rupee's abandonment of Kurt. He was fully nurtured there, made to think like aristocrats in a logical way.But once Kurt had been hung UT to dry in the Congo, he lost that sense of care and safety, and also his logic, only to be left with his emotional reactions to each situation he encounters. In his final moments, Kurt had finally regained a sense of this logic and realized what he had become because of Rupee's twisted grip on his being. He realizes how terrible his late existence is because of what level he had sunken to; the level of a savage. Oblivious to his surroundings he says â€Å"the horror† twice, twice to reiterate Just how terrible of a person he had always been but did not now.The first cry was a allegation, the second, an acceptance of the truth. In summary, Kurt begins his life with a heart of darkness and carries it with him subtly until reaching the Congo, where he is then unbound and permitted to act how he pleased without any intervent ion from Europe. He only realizes how terrible he had always been moments before death, and how Europe had kept his darker side chained up like a punished dog. Europe made Kurt a time bomb, ready to blow up at any moment. And when Kurt does finally blow, he shows not the well-educated, proper Kurt of Europe, but rather a parallel, the Kurt with a blazing heart of

History of Psychology

History of Psychology Free Online Research Papers People are constantly questioning who they are and where they have come from, these questions can easily be classified as the most common psychological, and at the same time, philosophical ideas that people face each and every day. Psychology and philosophy have much in common, including the fact that they both study human mind that is influenced by historical and cultural forces. Psychology can assist all people to organize their thoughts and gain perspective on possible mental disorders. During the mid 19th century, Wilhelm Wundt, a German physiologist started using scientific research methods to look into reaction times. This is the time when it is said that psychology actually began since this is when Wundt created the first psychology laboratory in Leipzig. In the time since psychology has cut itself off from philosophy. The exploration of psychology was begun with structuralism; this was the idea that the object of psychological investigation should be the conscious mind. This approach had its challenges and for this reason was soon replaced by functionalism. William James was the creator of this new school of thought and eventually led him to become the leading American Psychologist of his time and his principals of psychology made him the father of American Psychology. Functionalism focused on how the human behavior works towards helping people exist comfortably in their respective environments. Functionalists like to use methods such as direct observatio n. Next came Sigmund Freud, Freud took the Psychology field by storm with his ideas of the unconscious human mind being responsible for the majority of psychological disorders. Freud’s work with patients who suffered from ailments such as hysteria led him to believe that our early childhood experiences (Goodwin, C.J.) and our unconscious impulses are what lead us into becoming the individuals that we are as adults. Freud’s thoughts and ideas had such an impact on the 20th century psychology field that he actually influenced the mental well being as well as in many other fields such as art and literature. Behaviorism also emerged during the 20th century and psychology began a dramatic evolution. Behaviorism focused more on the observable behaviors and rejected the previous ideas of the conscious as well as the unconscious mind. Behaviorism became such a dominant force in the field of psychology that this school of thought reigned supreme for almost fifty years. Even though, over time, this school of thought did loose some of its steam the basic principals of behaviorism are still used today. Many therapeutic methods such as behavioral modification are often used to help children overcome maladaptive behaviors and also assist in them learning new skills. Conditioning is another type that is still used in most situations ranging from education to parenting. As we have seen, behaviorism and psychoanalysis dominated the first half of the 20th century but a new school of thought, known to us as humanistic psychology emerged during the latter half of this century. This school of thought was most frequently referred to as the â€Å"third force† in psychology and this theoretical concept lays emphasis on conscious experiences. Throughout time there have been enormous changes throughout the psychology field and there has also been an enormous amount of growth since the days of Wundt. Psychology continues to grow and change as we learn more and more about whom we are and why we are here. Recent psychological research centers mostly on the many aspects of the human behavior and experience, starting at the impact of cultural and social factors and continuing through the biological influences on human behavior. Those who practice in the field of psychology today tend not to classify themselves under one particular school of thought but rather focus on certain specialty perspectives or areas. These individuals usually draw their conclusions from a wide range of theoretical backgrounds. Due to these recent changes we must conclude that the field of psychology will continue to evolve and change throughout time and that we can still add our input to assist in the shaping of the future of this quizzical field. References Goodwin, C.J. (2008). A History of Modern Psychology (3rd ed.) Hoboken, NJ: Wiley Research Papers on History of PsychologyThree Concepts of PsychodynamicEffects of Television Violence on ChildrenAssess the importance of Nationalism 1815-1850 EuropeHip-Hop is ArtBook Review on The Autobiography of Malcolm XMarketing of Lifeboy Soap A Unilever ProductGenetic EngineeringStandardized TestingThe Spring and AutumnTrailblazing by Eric Anderson