1. CLASSROOM-BASED ASSESSMENT

2. A short survey
Do you believe that every student in a class can improve?
Do you think teachers should share learning objectives with their students?
Do you think assessment can be used as a source of information?
Do you think students should be involved in self/peer assessment?
Do you think feedback to students is important?

3. Do you believe that every student in a class can improve?
Culture of Success!!

4. Do you think teachers should share learning objectives with their students?
The key focus of classroom-based language assessment must be to enable students to be continually aware of
where they are now in their learning,
where they can or need to get to, and
how best to get there.
One way to achieve this is to share our learning objectives and assessment criteria with our students.

5. Our new curriculum also wants this!
This means we should give our students the scoring rubrics for writing, portfolio, performance tasks, etc. together with the task.
Dereceli puanlama anahtarı ödevinizin hangi ölçütlere göre değerlendirileceği konusunda sizlere bilgi vermek için hazırlanmıştır. Bu puanlama anahtarınız öğretmeniniz tarafından doldurulacağından üzerinde herhangi bir işaretleme yapmayınız.

6. One way of sharing learning goals

7. Do you think assessment can be used as a source of information?
A mistaken belief:
Assessment must be kept secret
Possible result of this belief:
Ss only wonder what their score is in the exam and
They don’t know their strengths and weaknesses

8. Use assessment results as sources of information
What can be done?
Use assessment formatively
Use assessment results as sources of information
Provide students with essential feedback
Thus,
Students will identify their problems and recognize their success
Teachers will identify what was taught well and what areas needed modification

9. Do you think students should be involved in self/peer assessment?
Self/Peer assessment can be done in various ways:
in the form of scale in which peers give marks to each other or students assess themselves
reflection in which peers give written/oral feedback to each other or students reflect on their own work

10. An example self-assessment checklist

11. Do you think feedback to students is important?
Feedback after exams?
Feedback after tasks (portfolio, performance, project, etc)?
Individual feedback?
Group feedback?

12. Scenario
Imagine you gave the following writing assessment task to your students:
You have just returned from a week’s holiday staying at the home of your British friend, Sam.
Write a card to your friend, Sam. In your card, you should:
tell Sam about your journey back to your home
say what you enjoyed most about your stay
ask Sam to visit you
Write words

13. Response of Student 1
Hi Sam, The journey back home was so boring. I didn’t want to come back to my house. I really love the time with you, but my favourite time was when we went to the lake. The next holidays you have to come to my house. Love, Fernanda

14. Response of Student 2
Dear Sam, I wanted to say that I’m well. I had very nice holidays. This holidays were super. I want to go to you again. I want to see places of interest again. I want to see you too! Please write me how are you. What is the wather in London. I’m waiting to your answer Valeria

15. Now please give feedback to the sample student responses (Student 1 and Student 2)

16. Effective Feedback Tunstall and Gipps classify feedback as either:
evaluative – involving a value judgment or
descriptive – describing what the student said or did.

17. Evaluative feedback
involves a judgment by the teacher based on implicit or explicit norms.
Examples of evaluative feedback:
“That’s a good essay.”
“You’ve done well.”

18. Descriptive feedback is task- and outcome-oriented.
focuses on identified learning outcomes and makes specific reference to the student’s achievement.
An example of descriptive feedback:
“That’s a good writing sample because you have covered the main points of the story. Now … which points do you think you could expand on?”

19. Typology of Teacher Feedback (Tunstall & Gipps, 1996)
Type A
Rewarding
Type B
Approving
Type C
Specifying attainment
Type D
Constructing achievement 1
Positive feedback
-T. judgment
-reward for effort/social skills/attitudes
e.g. Smiley face; announcing to large audience
-overall positive personal judgment
-general praise
-beyond expectations
e.g. Use of ticks; general praise like well done, very good, brilliant..
specific praise of work
representation of success against criteria, not T feeling
e.g. “This is very well done because you have …..”
-more ‘T with the Ss’ than ‘T to the Ss’
-dialogue with Ss
-allows Ss to explain/ demonstrate the work using their own words
e.g. “a very good explanation of the terminology: how did you manage this?”
Achievement feedback
Punishing
Disapproving
Specifying improvement
Constructing the way forward 2
Negative feedback
-complete disapproval
e.g. Removal from a group; destruction of work
-overall negative judgment for attitude/behavior/work
e.g. Negative words like “I am disappointed, you could do better..”
-shows what needed improving in Ss work
-focuses on mistakes relating to Ss achievement
e.g. “go to the underlined words and correct them….”
-giving Ss greater responsibility
-suggest (not tell) what to do to improve
e.g. “Are you happy with your essay? Why?” “This is a good idea: are there any other ways of explaining it?”
Improvement feedback
Evaluative
Descriptive

20. Now have a look at the feedback you gave to the students in our scenario.
Are they evaluative or descriptive, positive or negative?