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When assessing your learners its useful to keep in mind the range of assessment that can be done and the summartive and formative types of assessments they are to allow you to understanding what a student has learnt and what sessions need to be revisted for gaps in knowledge and understanding.
Assessment is crucial part of any second language program; the teacher and the students need to have up to date information about the students’ abilities, progress and overall development in the language. Summative assessment plays a critical role in this information gathering process. By conducting a variety of forms of summative assessment (also known as assessment of learning), the teacher will have a good grasp of where their students are in the learning process. In the following section we will look at why this type of assessment is important, provide some possible summative assessment strategies, and give examples of what summative marking tools look like.
Summative Assessments could be -
Formative Assessment also could be called authentic, comprehensive, or performance assessment, is usually designed by the teacher to gauge students' understanding of material. Examples of these measurements are open-ended questions, written compositions, oral presentations, projects, experiments, and portfolios of student work. Alternative assessments are designed so that the content of the assessment matches the content of the instruction.
Effective assessments give students feedback on how well they understand the information and on what they need to improve, while helping teachers better design instruction. Assessment becomes even more relevant when students become involved in their own assessment. Students taking an active role in developing the scoring criteria, self-evaluation, and goal setting, more readily accept that the assessment is adequately measuring their learning.
Formative assessment can include many of the following:
Assessment is crucial part of any second language program; the teacher and the students need to have up to date information about the students’ abilities, progress and overall development in the language. Summative assessment plays a critical role in this information gathering process. By conducting a variety of forms of summative assessment (also known as assessment of learning), the teacher will have a good grasp of where their students are in the learning process. In the following section we will look at why this type of assessment is important, provide some possible summative assessment strategies, and give examples of what summative marking tools look like.
Summative Assessments could be -
- Performance Task: students are asked to complete a task that will test a specific set of skills and/or abilities and determine what the students knows and are capable of doing. A rubric, checklist, or other form of scoring guide should accompany this type of assessment.
- Written Product: students are asked to write an original selection. There are many written forms that teachers can use to get students to write. In addition, students may be asked to write about a previous activity such as a field trip or guest speaker. Students may also be asked to create a piece of persuasive writing or a reflection about their learning experience. A rubric, checklist, or other form of scoring guide should accompany this type of assessment.
- Oral Product: students are asked to prepare an oral piece of work; this can take the shape of any of the oral forms outlined in the Proving It stage of B-SLIM. A rubric, checklist, or other form of scoring guide should accompany this type of assessment.
- Test: the students are asked to write a test at the end of a section, chapter, unit, theme, etc. to demonstrate what they know.
- Standardized Tests: students are asked to write a test that is standardized in terms of content of the test and conditions under which the test is written. In UK, there are provincial standardized tests administered at many grade levels, such Year 6 (SATS) , Year 10 and 11 (GCSE's) and if the student wishes to pursue further education Year 12 and 13 (A Levels)
Formative Assessment also could be called authentic, comprehensive, or performance assessment, is usually designed by the teacher to gauge students' understanding of material. Examples of these measurements are open-ended questions, written compositions, oral presentations, projects, experiments, and portfolios of student work. Alternative assessments are designed so that the content of the assessment matches the content of the instruction.
Effective assessments give students feedback on how well they understand the information and on what they need to improve, while helping teachers better design instruction. Assessment becomes even more relevant when students become involved in their own assessment. Students taking an active role in developing the scoring criteria, self-evaluation, and goal setting, more readily accept that the assessment is adequately measuring their learning.
Formative assessment can include many of the following:
- Observation
- Essays
- Interviews
- Performance tasks
- Exhibitions and demonstrations
- Portfolios
- Journals
- Teacher-created tests
- Rubrics
- Self- and peer-evaluation