Assessment of Literature in Chung Cheng High (Main) School

There appears to be more emphasis on a summative approach to assessment rather than a formative one. For the lessons that I've seen so far (and the ones that I've conducted following a weekly plan given by the committee), there is usually a summative assessment on a particular area once it has been taught. For example, the students have been through lessons on essay writing before I joined the school and had a passage-based essay as part of their CA. They will be having lessons on an Unseen text soon (prose) and will have another component of their CA based on that before their mid year examinations. Their recent performance of a Sketch for The Outsiders will also be graded based on two areas: the actual performance itself (expressiveness, accurate depiction of characters, cooperation between group members etc.) and a written Group Reflection piece on the decisions they made for the sketch (why they chose a particular theme, what they were trying to convey to the audience etc.). However, most of the students did not quite understand the requirements for the Group Reflection and ended up writing their own personal feelings about it instead of the stated requirements. This sketch is also part of their continual assessement. In the event that the students have a valid reason for missing/being absent on the day of the test/assessment day, the weightage for the other components will be increased to make up for the one that was missed.

I am not so sure about the Secondary Ones but as stated earlier in my previous post, the Secondary Threes do have some kind of formative assessment. The teacher in charge mentioned that students' participation in additional activities and written work (taking part in school plays, journal entries) are also taken into account on top of the official modes of assessment in the school.