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Simplified or Traditional Chinese characters,
Which One is for Me?
Performance Assessment
by Lee Kerk and Sheng-Yin LinNovember 12, 2014
Objectives
● to reflect on the learning process
● to collect and analyze data from various experiments
● to decide which character system is suitable for
reading and writing
Curriculum Embedded Experiments on both simplified and traditional
character
● Collect data on speed of character recognition
● Collect data on depth of reading comprehension
● Collect data on proficiency level of writing
Task 1: Constructive ResponseReflect on learning process
You are in a Summer Camp in Singapore and the coaches
want to know your experience of learning 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 character system you start with or use.
__ amount of information: ~100 characters
__ completion of task:
__ finish in 10 minutes
__ required elements
__ comprehensibility:
__ legibility
__ sentence structure & word choice
__ organization of ideas:
__ logical flow of thought
Task 1: Constructive Response Checklist:
Task 2 (Experiment 1):
Reading Fluency
● Students will do timed reading in both simplified and
traditional characters on the same paragraph.
● There are four paragraphs. Alternate the order of reading
text in simplified or traditional character each time. 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.
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.
__ 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.)
Task 2 (Experiment 1):
Reading Fluency Checklist:
Experiment 1: Reading Aloud Text 1
常聽人提起「早飯吃得飽、午飯吃得好、晚飯吃得少」，我認為退休後的老年人和還沒進幼兒園的小朋友比較適用，對生活在朝九晚五的大多數人來說，根本不適合。為什麼這樣說呢？先看第一句「早飯吃得飽」。現代人睡眠時間不足，多數人不願花時間吃早飯，要想吃得飽還真不容易。但如果真把早飯吃得很飽，是非常有害的。但是有的人長年不吃早飯，這種習慣會影響人體對營養的要求，對肝臟特別不好。所以應該改為「早飯吃到老」，建議大家吃點豆漿、麵食之類容易消化的食物，千萬不要不吃早飯。
（224 字）
常听人提起 “早饭吃得饱、午饭吃得好、晚饭吃得少” ，我认为退休后的老年人和还没进幼儿园的小朋友比较适用，对生活在朝九晚五的大多数人来说，根本不适合。为什么这样说呢？先看第一句 “早饭吃得饱”。现代人睡眠时间不足，多数人不愿花时间吃早饭，要想吃得饱还真不容易。但如果真把早饭吃得很饱，是非常有害的。但是有的人长年不吃早饭，这种习惯会影响人体对营养的要求，对肝脏特别不好。所以应该改为“早饭吃到老”，建议大家吃点豆浆、面食之类容易消化的食物，千万不要不吃早饭。
（224 字）
Experiment 1: Reading Aloud Text 2小學生的造句作業－－笑話集（232字）
一直----上數學課，我畫了一直線。
如果----罐頭不如果汁營養豐富。
天真----今天真熱，是游泳的好日子。
從容----我做事情，都是先從容易的做起。
乾脆----餅乾脆脆的很好吃!
天才----我每隔一天才洗一次澡。
人參----老師說明天每個人參加大隊接力的時候，一
定要盡力跑。
便當----小明把大便當做每天早上起床後第一件要做
的事。
從前----上課鈴打了，小明從前門進來。
難過----我們家門前的大水溝很難過。
十分----妹妹的數學只考十分，真丟臉。
陸陸續續----晚上七點，爸爸陸陸續續地乘著地鐵下
班回來了。
小学生的造句作业－－笑话集（232字）
一直----上数学课，我画了一直线。
如果----罐头不如果汁营养丰富。
天真----今天真热，是游泳的好日子。
从容----我做事情，都是先从容易的做起。
干脆----饼干脆脆的很好吃!
天才----我每隔一天才洗一次澡。
人参----老师说明天每个人参加大队接力的时候，
一定要尽力跑。
便当----小明把大便当做每天早上起床后第一件要
做的事。
从前----上课铃打了，小明从前门进来。
难过----我们家门前的大水沟很难过。
十分----妹妹的数学只考十分，真丢脸。
陆陆续续----晚上七点，爸爸陆陆续续地乘着地铁
下班回来了。
Experiment 1: Reading Aloud Text 3心愛的寵物狗「艾比」去世，小女孩梅爾
迪絲(Meredith)寫信給上帝請祂照顧小狗，還收
到天使的回信。底下是小女孩的信。
親愛的上帝：
可不可以請您照顧我家的艾比呢？牠在昨
天過世了。我們希望牠現在病已經好了，不再痛
苦了。感謝你讓我們有過艾比。我在信裡放了幾
張艾比的照片，這樣當您看到牠時，就會認出牠
。愛祢的梅爾迪絲敬上。」署名下備註：「這封
信是梅爾迪絲口述，媽媽代筆。」
過了兩週以後，梅爾迪絲家門口收到一個
金色的包裹，寄件人是「上帝派來的一個特殊天
使」，裡面有一本書《當寵物過世》(When a
Pet Die)和一封粉紅色信紙的信。
（244 字）
心爱的宠物狗「艾比」去世，小女孩梅尔
迪丝(Meredith)写信给上帝请祂照顾小狗，还收
到天使的回信。底下是小女孩的信。
亲爱的上帝：
可不可以请您照顾我家的艾比呢？它在昨
天过世了。我们希望它现在病已经好了，不再痛
苦了。感谢你让我们有过艾比。我在信里放了几
张艾比的照片，这样当您看到它时，就会认出它
。爱祢的梅尔迪丝敬上。」署名下备注：「这封
信是梅尔迪丝口述，妈妈代笔。」
过了两周以后，梅尔迪丝家门口收到一个
金色的包裹，寄件人是「上帝派来的一个特殊天
使」，里面有一本书《当宠物过世》(When a
Pet Die)和一封粉红色信纸的信。
（244 字）
Experiment 1: Reading Aloud ext 4
亲爱的梅尔迪丝：
我想妳会很高兴知道，妳的狗艾比已经安
全到达天堂，幸好妳寄的照片让我认出它，妳帮
了很大的忙！艾比现在没有病痛了，它的灵魂在
我这里，就像永远留在妳的心里一样──健康、年
轻、爱跑爱玩；还有，不用我說妳一定也知道，
艾比也很荣幸成为妳们家的狗。
这封回信继续说道：「在我们天堂不需要
身体，所以我没有口袋放照片跟信件，所以我把
妳们写的信跟照片还给妳，让妳留着它们，也留
着一个美好的回忆。谢谢妳美丽的信，妳有一个
非常了不起的母亲。」署名是上帝，备注写着「
这封信是由上帝口述，天使代笔。」
（244 字）
親愛的梅爾迪絲：
我想妳會很高興知道，妳的狗艾比已經安
全到達天堂，幸好妳寄的照片讓我認出牠，妳幫
了很大的忙！艾比現在沒有病痛了，牠的靈魂在
我這裡，就像永遠留在妳的心裡一樣──健康、年
輕、愛跑愛玩；還有，不用我說妳一定也知道，
艾比也很榮幸成為妳們家的狗。
這封回信繼續說道：「在我們天堂不需要身
體，所以我沒有口袋放照片跟信件，所以我把妳
們寫的信跟照片還給妳，讓妳留著它們，也留著
一個美好的回憶。謝謝妳美麗的信，妳有一個非
常了不起的母親。」署名是上帝，備註寫著「這
封信是由上帝口述，天使代筆。」
（244 字）
Task 3 (Experiment 2-1):
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.
Task 3 (Experiment 2-2):
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.
__ amount of information: ~15 sentences
__ completion of task:
__ finish in 10 minutes
__ required elements
__ comprehensibility:
__ legibility
__ correct use of required characters: ____ errors
__ organization of ideas:
__ logical flow of thought
Task 3 (Experiment 2): Quick Write in Simplified/Traditional Character Checklist
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 books/articles, if any.
__ Completion of task: Reading logs
__ Completion of task: Reflection of discrepancy
__ Reflection:
__ compare the reading level
__ support your reasoning
__ choice of character system
Task 4 (Experiment 3):
Reading Level Checklist:
Task 5 Data AnalysisProvide sentence starters and word choice to guide students analyze
reading and writing data
根据我的认读速度表，我发现我读／唸（简体字/ 繁体字）比读／唸（简体字/ 繁体字）快————————（分钟、％），况且不认识的（简体字/ 繁体字）也比较（多／少）。所以在认读方面（简体字/ 繁体字）对我比较（轻松／简单）。
当我比较简繁体字的阅读能力时，我觉得理解（简体字/ 繁体字）比较 ————————
（容易／拿手／辛苦／困难），因为——————（读书的时间、书本的难易度、理解的程度...)，所以阅读时，我会（选择／偏好）（简体字/ 繁体字）。
在分析用简体字和繁体字写的两段短文后， 我认为我用（简体字/ 繁体字）写能写得比较 ————（清楚／达意／顺心／顺利），而且会写的字也 ________。此外，漏笔或写错字的情况比较 —————————（不普遍／少出现）。因此，我认为用（简体字/ 繁体字）写作会比较适合我。
Task 6 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.
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
characters and/or language
use that interferes with
meaning.
Has some errors in
characters and/or
language use that
distracts meaning.
Has minor errors in
characters and/or
language use that does
not distract meaning.
Is free from errors and
language use is skilful and
precise.
Task 6 Constructive Response Performance
Assessment-Rubric
Task 7 Oral Presentation
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.
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
