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Formative Assesment
 

Formative Assesment

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How to assess performance of students of English as a foreign language to raise their motivation, maintain it on fairly high level and have good rapport with them.

How to assess performance of students of English as a foreign language to raise their motivation, maintain it on fairly high level and have good rapport with them.

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    Formative Assesment Formative Assesment Presentation Transcript

    • FROM ASSESsMENT TO MOTIVATION
      Marcin stanowski
      Thebestsolutionfor thebestteacher
      to LeanneGauthier - thebestteacherever
    • How do we learn?
      2009-05-30
      Marcin Stanowski
      2
      • we areexposed to theexponent in context
      • we practisetheexponent in a meaningfullway
      • we manipulatewith form/ meaning/ context
      • we need to knowthat we do thisright
      • we needmotivation
    • Motivation!
      2009-05-30
      Marcin Stanowski
      3
      The learner’s natural interest:intrinsic satisfaction
      The teacher’s role: extrinsic reward
      Thebestsolution: we combinetheminassessment
    • Types of assessment:
      2009-05-30
      Marcin Stanowski
      4
      Summative (Assessment of learning)
      • Includesgrading
      • Conducted at the end of a unit
      • Useful for placementordiagnosticassessment
      • Final Exams
      Formative (Assessment for learning)
      • Conducted as the unit is being taught
      • Useful as feedback
      • Monitors progress
    • WhyFormativeAssessment?
      2009-05-30
      Marcin Stanowski
      5
      Itcaters for a positiverapport
      Itcreatesthe environment inwhichbehaviourproblemsseem to be less frequent
      Itmakeslearnersbetterlearners
      Ithasbeenproveduseful by most of theworld
    • FormativeAssessmentPrinciples
      2009-05-30
      Marcin Stanowski
      6
      • On-goingprocess
      • Establishment of clear learning goals
      • Lower Test Anxietythroughfrequenttesting
      • Askingthekeyquestion
      • Givingfeedback
      • Self-assessment and peer-assessment
      • Involve and help to learn
    • On-goingprocess
      2009-05-30
      Marcin Stanowski
      7
    • Set clear learning goals!
      Comprehensible for students.
      2009-05-30
      Marcin Stanowski
      8
      I cancompare, contrast and react to photos.
      Meetthefriends of thebestteacher:
      WALT
      WILF
      OLI
      is short for “What are we learning today?” This information will be
      spoken about at the start of a lesson to focus pupils’ attention.
      is short for “What am I looking for?” and refers to the points pupilsneed to follow to successfully complete a task.
      isshort for ”Our learning intention…” whichdescribes what pupils should know, understand or be able to do by the end of the lesson or series of lessons.
    • Frequenttesting!
      2009-05-30
      Marcin Stanowski
      9
      Check and see how many additional, easily adaptable, short tests your coursebook has
      Check coursebook’s CD-ROM for add-ons
      Encourage e-learning (publisher’s site, Moodle)
      • Give immediate but descriptivefeedback.
      • It will make thempractice and reducetheTest Anxiety.
    • The keyquestions
      show studentsthewiderperspective of thetask,
      arestrictlyconnectedwithaim of thelesson,
      assemblethemainproblems of thelesson,
      make SS focus on whattheyhavelearned
      Examplefrom a coursebooksection on writing:
      2009-05-30
      Marcin Stanowski
      10
    • Givefeedback!
      2009-05-30
      Marcin Stanowski
      11
      Do not grade, rather tell what’sgoodorwrong!
      • be quick, precise, offer/ ask for a solution
      • do not intimidate
      Oralfeedback
      • sandwich style
      • 99 ways to sayverygood
      Writtenfeedback
      • a shortcommentisbetterthanjust a grade
      • fillin a feedback form attimes
    • 2009-05-30
      Marcin Stanowski
      12
      THIS UNIT INCLUDES ●●●●
      Vocabulary● prefixes ● time expresions ● adverbcollocations ● similes
      Grammar ● phrasalverbs ● talkingabouthabitualactions
      Speaking● talkingaboutchildhoodmemories ● talkingaboutorigins of languages ● reacting to oposingviews
      Writing● a description of an event
      Givefeedfore!
      Howcanyouassemble
      a jigsaw puzzle
      ifyou do not knowthepicture?
    • Self-assessment - SWOT
      2009-05-30
      Marcin Stanowski
      13
    • Selfassessment II
      2009-05-30
      Marcin Stanowski
      14
      Think about your progress as you work through your coursebook. After completing modules 1-5 read each statement and write the number of ticks that apply to you.
      = I need more practice = sometimes find this difficult = No problem!
      In English I can…
    • Peer-assessment
      2009-05-30
      Marcin Stanowski
      15
      THINK, PAIR, SHARE tasks
      Oral matura taskswhithintriads
      Compareyouranswerswithyour partner.
      Pyramids
      Letthem be matura examiners
      Examplefrom a coursebooksection on writing:
    • Help to learn!
      2009-05-30
      Marcin Stanowski
      16
      • Identifyinglearnerstyles
      • Observeyourstudents (VARK)
      • Carry out needs analysis / learnerstylesquestionaire
      • Providingwith learning strategies (especially for matura)
      • Look for useful learning strategytipswhithinthecoursebook
      • Providewiththetipsbased on yourexperience of OKE examiner
      • Reduce TTT, Lenghten TWT
      • Involvethelearners
    • 2009-05-30
      Marcin Stanowski
      17
      THANK YOU FOR YOUR ATTENTION!