In Yusof Ishak Secondary School, the drama text, Free, is currently being taught to Sec 2 Normal (Academic) and Express students. A series of formative assessments are currently being carried out, leading to the Mid-year examination, which would be held in mid-May. In addition, students sit for tests that place a heavy emphasis on plot action and development, as well as characterisation. They are expected to be familiar with the text’s characters, their speeches and actions, and how these contribute to plot development.
They have to craft their personal thoughts and responses to inferential and evaluative questions about the text and to substantiate their claims with evidence from the text. However, I feel that there are not enough of such questions to stimulate higher-order thinking. The assessment of English Literature in YISS follows a rigid structure that does not allow students to conduct a critical appreciation and exploration of the text beyond the usual PEEL method that has been taught to students and applied to almost every task and activity that they do. In most cases, students fail to engage with the text on an emotional level. The main focus of the tests is on themes and characterisation. Students are not tested on their knowledge of literary devices or their ability to do a thorough and sophisticated analysis of the text. The students are better at describing events in the play than explaining the key issues.
For their continuous assessment, students are required to perform parts from the play, Free. They are given the choice to select scenes in the play that they wish to enact in front of the class as part of their assignment. This allows students the opportunity to showcase their acting talent and to demonstrate their understanding of the text.
"A series of formative assessments are currently being carried out, leading to the Mid-year examination" - what is the nature of these formative assessments? How is the drama assessed? Part of summative assessment?
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