1. I think it’s
1. I think it’s important for students to assess themselves, so sometimes I record them whenimportant for students to assess themselves, so sometimes I record them when they are doing a speaking activity and then get
they are doing a speaking activity and then get them to listen to them to listen to themselves.themselves.
2. I don’t like giving my students tests and exams. I
2. I don’t like giving my students tests and exams. I think they are demotivating, especially forthink they are demotivating, especially for young learners.
young learners.
3. I get students to mark each others’ written work and I tell them to just look at it and say 3. I get students to mark each others’ written work and I tell them to just look at it and say
what’s wrong. I don’t ask them to
what’s wrong. I don’t ask them to check it against any criteria. I don’t think they check it against any criteria. I don’t think they can look forcan look for particular mistakes like spelling mistakes or grammar mistakes.
particular mistakes like spelling mistakes or grammar mistakes.
. !hen students are doing a speaking activity, I o"serve them, "ut
. !hen students are doing a speaking activity, I o"serve them, "ut I don’t make any notes andI don’t make any notes and I don’t give marks. #ometimes I
I don’t give marks. #ometimes I talk to students a"out their strengths and weaknesses intalk to students a"out their strengths and weaknesses in tutorials though.
tutorials though.
$. %y students choose pieces of their "est work
$. %y students choose pieces of their "est work during the course and keep them in a &le, during the course and keep them in a &le, whichwhich can "e looked at during the course. I know some teachers use this as the way they assess can "e looked at during the course. I know some teachers use this as the way they assess students at the end of
students at the end of the course, "ut I’m not sure how that the course, "ut I’m not sure how that works.works.
1. I think it’s
1. I think it’s important for students to assess themselves, so sometimes I record them whenimportant for students to assess themselves, so sometimes I record them when they are doing a speaking activity and then get
they are doing a speaking activity and then get them to listen to them to listen to themselves.themselves.
2. I don’t like giving my students tests and exams. I
2. I don’t like giving my students tests and exams. I think they are demotivating, especially forthink they are demotivating, especially for young learners.
young learners.
3. I get students to mark each others’ written work and I tell them to just look at it and say 3. I get students to mark each others’ written work and I tell them to just look at it and say
what’s wrong. I don’t ask them to
what’s wrong. I don’t ask them to check it against any criteria. I don’t think they check it against any criteria. I don’t think they can look forcan look for particular mistakes like spelling mistakes or grammar mistakes.
particular mistakes like spelling mistakes or grammar mistakes.
. !hen students are doing a speaking activity, I o"serve them, "ut
. !hen students are doing a speaking activity, I o"serve them, "ut I don’t make any notes andI don’t make any notes and I don’t give marks. #ometimes I
I don’t give marks. #ometimes I talk to students a"out their strengths and weaknesses intalk to students a"out their strengths and weaknesses in tutorials though.
tutorials though.
$. %y students choose pieces of their "est work
$. %y students choose pieces of their "est work during the course and keep them in a &le, during the course and keep them in a &le, whichwhich can "e looked at during the course. I know some teachers use this as the way they assess can "e looked at during the course. I know some teachers use this as the way they assess students at the end of
students at the end of the course, "ut I’m not sure how that the course, "ut I’m not sure how that works.works.
Formal assessment Formal assessment
!hen a students’ work is judged through a test and the student is !hen a students’ work is judged through a test and the student is given a report or a grade to say how successful or unsuccessful they given a report or a grade to say how successful or unsuccessful they have "een.
have "een. Summative assessment
Summative assessment !hen a test is used at the end of a course. ' mark or grade is given,!hen a test is used at the end of a course. ' mark or grade is given, "ut no other feed"ack.
"ut no other feed"ack.
Informal assessment Informal assessment
!hen a teacher decides whether a student is doing well or not !hen a teacher decides whether a student is doing well or not "ut"ut does not necessarily set a test or write an o(cial report or give a does not necessarily set a test or write an o(cial report or give a grade.
grade. Formative assessment
Formative assessment
!hen a teacher gives students feed"ack on their progress during a !hen a teacher gives students feed"ack on their progress during a course, rather than at the end of
course, rather than at the end of it, so that they it, so that they can learn from thecan learn from the feed"ack.
feed"ack. Portfolio assessment
Portfolio assessment
' collection of work that a student uses to show what he)she has done ' collection of work that a student uses to show what he)she has done during a particular course. ' purposeful document, regularly added to during a particular course. ' purposeful document, regularly added to that may "e part
Continuous assessment
' type of testing which is di*erent from a &nal examination. #ome or all of the work that students do during a course is considered "y the teacher on a regular "asis and contri"utes to the &nal grade given to students. It may also include monitoring of classroom performance and contri"ution.
Peer assessment !hen students give feed"ack on each others’ language, work, learning strategies, performance.
Self assessment !hen students decide for themselves if they think their progress or language use is good or not.
Formal assessment
!hen a students’ work is judged through a test and the student is given a report or a grade to say how successful or unsuccessful they have "een.
Summative assessment !hen a test is used at the end of a course. ' mark or grade is given, "ut no other feed"ack.
Informal assessment
!hen a teacher decides whether a student is doing well or not "ut does not necessarily set a test or write an o(cial report or give a grade.
Formative assessment
!hen a teacher gives students feed"ack on their progress during a course, rather than at the end of it, so that they can learn from the feed"ack.
Portfolio assessment
' collection of work that a student uses to show what he)she has done during a particular course. ' purposeful document, regularly added to that may "e part of assessment.
Continuous assessment
' type of testing which is di*erent from a &nal examination. #ome or all of the work that students do during a course is considered "y the teacher on a regular "asis and contri"utes to the &nal grade given to students. It may also include monitoring of classroom performance and contri"ution.
Peer assessment !hen students give feed"ack on each others’ language, work, learning strategies, performance.
Self assessment !hen students decide for themselves if they think their progress or language use is good or not.
SITUATION TASK ASSESSMENT +he learner looks at a simple picture story,
and then tells the story to the teacher.
+he learners listen to a recording descri"ing the appearance of a girl. +hen they complete a picture of the girl "y drawing her. earners take part in a speaking activity in which they act out parts.
+he learners answer some simple -uestions a"out themselves orally.
+he learners complete "lanks with the correct form of the ver" + /'0.
+he learners choose the correct words for some pictures, and write them under the pictures.
+he learners repeat words after the teacher. +he learners research and write a"out a
topic.
+he learners &ll in sheets a"out their own progress.
+he teacher keeps notes on learners’ di(culties with the area "eing taught, and then discusses them with the learners.
SITUATION TASK ASSESSMENT
+he learner looks at a simple picture story, and then tells the story to the teacher.
+he learners listen to a recording descri"ing the appearance of a girl. +hen they complete a picture of the girl "y drawing her. earners take part in a speaking activity in which they act out parts.
+he learners answer some simple -uestions a"out themselves orally.
+he learners complete "lanks with the correct form of the ver" + /'0.
+he learners choose the correct words for some pictures, and write them under the pictures.
+he learners repeat words after the teacher. +he learners research and write a"out a
topic.
+he learners &ll in sheets a"out their own progress.
+he teacher keeps notes on learners’ di(culties with the area "eing taught, and then discusses them with the learners.
ANSWER KEY
SITUATION TASK ASSESSMENT
+he learner looks at a simple picture story, and then tells the story to the teacher.
icture
composition )
#torytelling
ro"a"ly use of voca"ulary
and grammar, pronunciation,
linking, interaction, uency,
accuracy.
+he learners listen to a recording descri"ing the appearance of a girl. +hen they complete a picture of the
girl "y drawing her.
isten and draw
ro"a"ly listening for speci&c
information.
earners take part in a speaking
activity in which they act out parts.
4ole5play
ro"a"ly uency, speci&c
voca"ulary, certain functions
and grammar.
+he learners answer some simple
-uestions a"out themselves orally.
Interview
#peaking ) ro"a"ly use of
voca"ulary and grammar,
pronunciation, interaction,
uency, accuracy.
+he learners complete "lanks with the
correct form of the ver" + /'0.
6ap ) "lank5&ll
+he form of the ver" + /'0
accuracy
+he learners choose the correct words for some pictures, and write them under the pictures.
a"elling
!ord and meaning
recognition and possi"ly
handwriting.
+he learners repeat words after the
teacher.
4epetition drill
ronunciation
+he learners research and write a"out
a topic.
roject work
ro"a"ly a range of reading
skills, pro"lem solving and
speaking and writing skills.
+he learners &ll in sheets a"out their own progress.
7ompleting a self5
assessment sheet
earners’ a"ility to judge their
own progress and)or
performance.
+he teacher keeps notes on learners’ di(culties with the area "eing taught, then discusses them with the learners.
