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Assessment and Feedbacks

This document discusses assessing writing skills and providing feedback to students. It covers the purposes of assessment including helping students improve their writing. Effective assessment is based on learning outcomes and uses a variety of strategies. Criterion-referenced assessment examines word, sentence, text features, and text processes. Feedback should be constructive, timely, and meaningful to guide student improvement. Feedback benefits learning by encouraging reflection and dialogue between teachers and students. Both written and oral feedback can be given individually or to whole classes.

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Cekgu Inggerih
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163 views

Assessment and Feedbacks

This document discusses assessing writing skills and providing feedback to students. It covers the purposes of assessment including helping students improve their writing. Effective assessment is based on learning outcomes and uses a variety of strategies. Criterion-referenced assessment examines word, sentence, text features, and text processes. Feedback should be constructive, timely, and meaningful to guide student improvement. Feedback benefits learning by encouraging reflection and dialogue between teachers and students. Both written and oral feedback can be given individually or to whole classes.

Uploaded by

Cekgu Inggerih
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ASSESSING WRITING SKILLS

What is assessment?
the process of collecting, analysing and recording information about student progress towards achievement of syllabus outcomes

Purposes of assessment
to design appropriate learning programs for all students provide assistance to students to revise and improve their writing help students improve the quality of their ideas motivate students to become more effective writers to be the audience to help students evaluate what they have written enhance T & L

Principles of effective assessment


Assessment is integral to teaching and learning. It should be based on learning outcomes that specify what students know, understand and are able to do with language A variety of assessment strategies and contexts should be used to give students opportunities to demonstrate, in an authentic manner, what they know and understand about language as well as what they can do. Assessment procedures should relate to the knowledge and skills that are taught within the school program, and to the syllabus outcomes

Criterion-referenced assessment

Word level These criteria examine the grammar at the level of the word choice making up the texts. Is the form of the verb correct? Is spelling mostly correct?

Sentence level Does the student use correct clauses articles and plurals correctly prepositions appropriately sentence punctuation correct subject and verb agreement?

Text features Does the student use paragraphs properly titles and headings effectively and appropriately if required sentence structures that serve the purpose of the text pronouns and conjunctions effectively to keep the text cohesive appropriate and consistent tense?

Text processes Does the student write what is asked with a clear understanding of audience and purpose stay on the set topic choose a structure of text appropriate to the purpose of the writing make language choices appropriate to the purpose of the writing organise the text appropriate to the task write coherently?

Ways of evaluating
1) Holistic marking - Takes a top-down view - Teacher scans the pupils writing quickly to form an overall impression - Read the composition more carefully to find evidence for justifying the first impression. - When giving the children the comments, start with overall impression and with focus on their ideas. - Give comments on how they can improve the writing 2) Selective writing - Teacher informs pupils about what criteria they should be following in their writing - Inform them before they start writing- today I want you to pay attention on how you can link the ideas - When evaluating the pupils composition, ignore the other errors and focus only on the target skills. 3) Dual focus marking - Sometimes writers with good and original ideas get discouraged because they get poor grades due to their poor command of language. - Hence, teacher can give a dual grade; A letter grade for content A number grade for language skills - So pupils who get high A7 knows his ideas are good but his language and composing skills are poor.

Ways of correcting pupils errors


1) Underline the error without changing it. Is suitable if the error occurs when pupils have already learnt the rule.

Pupils should be able to correct himself- need to think and do correction- correction as an active learning process To facilitate pupils self-correction, teacher devises a marking code to be used together for underpinning. Eg: T for tense, Sp for spelling, P for punctuation 2) Leave the errors Only if the errors occurs because pupils have not learnt the rule / are not expected to know at this point Can write the note telling the pupil to see T for an explanation of the rule 3) Draw pupils attention to errors when the error is made often and consistently provide practice in the difficult area in form of game or exercise before the next writing task 4) put a ? if you do not understand what pupils have written tell them to see you, rather than to cross out the error parts and rewrite the correction for them

FEEDBACK
Objectives of feedback
justify to students how their mark or grade was derived identify and reward specific qualities in student work guide students on what steps to take to improve motivate them to act on their assessment develop their capability to monitor, evaluate and regulate their own learning

Feedbacks need to be:


constructive. As well as highlighting the strengths and weaknesses of a given piece of work, it should set out ways in which the student can improve the work. timely. Give feedback while the assessed work is still fresh in a student's mind, before the student moves on to subsequent tasks. meaningful. It should target individual needs, be linked to specific assessment criteria, and be received by a student in time to benefit subsequent work.

Benefits of feedbacks
Constructive, timely and meaningful feedback: encourages students to think critically about their work and to reflect on what they need to do to improve it helps them see their learning in new ways and gain increased satisfaction from it helps promote dialogue between staff and students Effective feedback: - guides students to adapt and adjust their learning strategies - guides teachers to adapt and adjust teaching to accommodate students' learning needs - guides students to become independent and self-reflective learners, and better critics of their own work - stimulates reflection, interaction and dialogue about learning improvement - is constructive, so that students feel encouraged and motivated to improve - has consequences, so that it engages students by requiring them to attend to the feedback as part of the assessment - is efficient, so that staff can manage it effectively.

Ways to give feedbacks


i) through the whole class ii) incorporate peer feedback iii) in lectures iv) in tutorials v) use comments sheets

Modes of feedbacks
Examples Comments on a first draft of assignment Online self-assessment quiz Adaptive tutorial Individual consultations Comments on Assignment Peers reviewing each other's work Peer feedback on examples worked in class groups Dimension of feedback modes FORMATIVE <- -> SUMMATIVE INDIVIDUAL <- -> GENERIC MANUAL <- -> AUTOMATED Examples Peer grading of group oral presentations Summary of rationale for a grade Summary of class strengths / weaknesses after grading Use of clickers in lectures Automated feedback through online quiz tools Adaptive tutorials

Class discussion of an assignment in progress Recorded thinking-aloud commentary on student work Self-assessment reflections on submitted assignment Peer assessment

ORAL <- -> WRITTEN STUDENT-LED <- -> TEACHER-LED

Posts to class discussion board Email to individual students Annotated examples of previous student work Industry guest's comments on a student forum

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