Classroom-Based Assessments are the occasions when the teacher assesses the students in the specific assessment(s) that are set out in the subject or short course specification. Junior cycle short courses will have one Classroom-Based Assessment. Where feasible, teachers of short courses will participate in learning and assessment review meetings.
Students will complete a language and culture project as their Classroom-Based Assessment (CBA).
Students are given an opportunity to choose a topic or issue that is of interest to them and to carry out an exploration over time leading to an oral presentation. The development of spoken interaction and spoken production will be central to this and students will also demonstrate their cultural knowledge and intercultural awareness. Other skills which will be developed include basic research skills, organising material, using key phrases and questions to give shape to ideas, as well as creative skills needed to prepare a presentation. This Classroom-Based Assessment provides useful opportunities for using a range of oral presentation styles. In addition, the activity offers students opportunities, where appropriate, to collaborate with classmates and others in gathering and developing materials, as they prepare for their presentation.
Students can use both Chinese and English/Irish. The Assessment Guidelines provide fuller details on the CBA and suggest a minimum number of sentences in Chinese which students should be able to use.
A particular purpose of the Classroom-based Assessment will be to facilitate developmental feedback to students during their engagement with the task and at the end of the process. The Classroom-Based Assessment for the Chinese short course can be completed in second or third year.