Assessment Types and Tasks - Materials 2

1. I think it’s important for students to assess themselves, so sometimes I record them when they are doing a speaking activity and then get them to listen to themselves. 2. I don’t like giving my students tests and exams. I think they are demotivating, especially for young learners. 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 check it against any criteria. I don’t think they can look for particular mistakes like spelling mistakes or grammar mistakes. . !hen students are doing a speaking activity, I o"serve them, "ut I don’t make any notes and I don’t give marks. #ometimes I talk to students a"out their strengths and weaknesses in tutorials though. $. %y students choose pieces of their "est work during the course and keep them in a &le, which can "e looked at during the course. I know some teachers use this as the way they assess students at the end of the course, "ut I’m not sure how that works.

1. I think it’s important for students to assess themselves, so sometimes I record them when they are doing a speaking activity and then get them to listen to themselves. 2. I don’t like giving my students tests and exams. I think they are demotivating, especially for young learners. 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 check it against any criteria. I don’t think they can look for particular mistakes like spelling mistakes or grammar mistakes. . !hen students are doing a speaking activity, I o"serve them, "ut I don’t make any notes and I don’t give marks. #ometimes I talk to students a"out their strengths and weaknesses in tutorials though. $. %y students choose pieces of their "est work during the course and keep them in a &le, which can "e looked at during the course. I know some teachers use this as the way they assess students at the end of the course, "ut I’m not sure how that works.

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

Formative assessment

Portfolio 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. !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. ' 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.

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

Formative assessment

Portfolio assessment

Continuous 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. !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. ' 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. ' 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

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 correct form of the ver" + /'0.

the

 +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  +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 correct form of the ver" + /'0.

the

 +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

 +he learners answer some simple -uestions a"out themselves orally.

Interview

 +he learners complete "lanks with the correct form of the ver" + /'0.

6ap ) "lank5&ll

 +he learners choose the correct words for some pictures, and write them under the pictures.  +he learners repeat words after the teacher.

a"elling 4epetition drill

 +he learners research and write a"out a topic.

roject work

 +he learners &ll in sheets a"out their own progress.

7ompleting a self5 assessment sheet

 +he teacher keeps notes on learners’ di(culties with the area "eing taught, then discusses them with the learners.

"servation

ro"a"ly uency, speci&c voca"ulary, certain functions and grammar. #peaking ) ro"a"ly use of voca"ulary and grammar, pronunciation, interaction, uency, accuracy.  +he form of the ver" + /'0 accuracy !ord and meaning recognition and possi"ly handwriting. ronunciation ro"a"ly a range of reading skills, pro"lem solving and speaking and writing skills. earners’ a"ility to judge their own progress and)or performance. #eeing what di(culties the learners have had in this area, and which areas may need further teaching.