Formative Assessment and Feedback Strategies

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  • TSL3103LINKING THEORY TO PRACTICE

    Formative Assessment

    and Feedback

    Strategies

  • ASSESSMENT?

    Assessment refers to the process of data analysis that teachers use to get evidence about their learners performance and progress in English

    Teachers want to be able to check whether students are achieving the target objectives

    Formative assessment to inform and improve teaching

    Summative assessment taking stock of what has been learnt and achieved at the end of a longer period, for example at the end of the semester or a year.

  • KEY CONCEPTS IN ASSESSMENTAssessment Testing Evaluation

    Formative and Summative Assessment

    Diagnostic and Achievement Test

    Criterion-referenced and Norm-referenced Assessment

    Validity

    Reliability

    Fairness

    Planning the assessment of childrens language learning

  • TEACHER ASSESSMENT OF LANGUAGE LEARNING

    Assessing in relation to goals

    Selecting an assessment focus

    Assessment by observation

    Creating opportunities for assessment during classroom activities

    Record keeping

  • ASSESSMENT TECHNIQUESObservation

    Self-assessment

    Portfolio

    Project work

    Interview and conferencing

    Video/ audio recording and photographs

    Presentation

    Role play

    Combination of assessment instruments

  • DESIGNING AN ASSESSMENT TASKIdentify the target group

    Decide the purpose of the assessment

    Decide the type of assessment

    Decide the assessment opportunities in a normal teaching and learning activity

    Decide what kind of task will most fittingly serve the purposes of the assessment

    Decide whether the activity is an individual or group activity and how you will assess it.

    Decide the attainment target(s) to be assessed

    Decide the range of levels in which the activity will enable you to place students as result of the assessment

    Decide how to render the activity as close as possible to everyday classroom practice

    Decide the time and the scale of the activity

    Decide what assessment evidence you need to collect

    Decide the most appropriate ways of gathering the assessment evidence

  • SELF-ASSESSMENT AND LEARNER AUTONOMY

    Self-assessment

    Goal setting

    Portfolio Assessment

  • GIVING FEEDBACKAim - to bring about self-awareness and improvement

    Giving positive feedbackAlways lookout for positive points to comment upon

    Successful communication

    Accurate use of grammar

    Use of new vocabulary appropriate expressions

    Good pronunciation expressive intonation

    Language in the appropriate style good use of colloquial expressions in conversations

    Good use of fluency strategies in conversation

    Handwriting, spelling and punctuation in written work

  • Correction techniques

    Distinguish between mistakes and errors

    A mistake can be thought of as a slip of the tongue or pen

    The student is able to correct it him/herself

    An error is much more deeply ingrained. The student might

    Believe that what he/she is saying or writing is correct

    Not know what the correct form should be

    Know what the correct form should be, but not able to get it right

    How do you correct?

    Aim to maintain a co-operative working atmosphere

    Dont let students think they are picked on

    Try not to echo the errors

  • Main stages in the process of correcting students errors

    1 the student must know something is not accurate

    2 the student must know where the error is

    3 the student must know what kind of error it is

    Who corrects?

    Self correction

    Student-student correction

    Teacher correction

  • REFERENCESCameron, L. (2001). Teaching languages to young learners.

    Cambridge: Cambridge University Press.

    Cohen, L. Manion, L and Morrison, K. (2004). A guide to teaching practice. (5th ed.) London: Routledge.

    Gower, R. Phillips & Walters, S. (2005). Teaching practice: a handbook for teachers in training. Oxford: Macmillan.

    Pinter, A. (2006). Teaching young language learners. Oxford: Oxford University Press.

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