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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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  • 1. FROM ASSESsMENT TO MOTIVATION
    Marcin stanowski
    Thebestsolutionfor thebestteacher
    to LeanneGauthier - thebestteacherever
  • 2. How do we learn?
    2009-05-30
    Marcin Stanowski
    2
    • we areexposed to theexponent in context
    • 3. we practisetheexponent in a meaningfullway
    • 4. we manipulatewith form/ meaning/ context
    • 5. we need to knowthat we do thisright
    • 6. 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
  • 7. Types of assessment:
    2009-05-30
    Marcin Stanowski
    4
    Summative (Assessment of learning)
    • Includesgrading
    • 8. Conducted at the end of a unit
    • 9. Useful for placementordiagnosticassessment
    • 10. Final Exams
    Formative (Assessment for learning)
    • Conducted as the unit is being taught
    • 11. Useful as feedback
    • 12. 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
  • 13. FormativeAssessmentPrinciples
    2009-05-30
    Marcin Stanowski
    6
    • On-goingprocess
    • 14. Establishment of clear learning goals
    • 15. Lower Test Anxietythroughfrequenttesting
    • 16. Askingthekeyquestion
    • 17. Givingfeedback
    • 18. Self-assessment and peer-assessment
    • 19. Involve and help to learn
  • On-goingprocess
    2009-05-30
    Marcin Stanowski
    7
  • 20. 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.
  • 21. 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.
    • 22. 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
  • 23. Givefeedback!
    2009-05-30
    Marcin Stanowski
    11
    Do not grade, rather tell what’sgoodorwrong!
    • be quick, precise, offer/ ask for a solution
    • 24. do not intimidate
    Oralfeedback
    • sandwich style
    • 25. 99 ways to sayverygood
    Writtenfeedback
    • a shortcommentisbetterthanjust a grade
    • 26. 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?
  • 27. Self-assessment - SWOT
    2009-05-30
    Marcin Stanowski
    13
  • 28. 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…
  • 29. 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:
  • 30. Help to learn!
    2009-05-30
    Marcin Stanowski
    16
    • Identifyinglearnerstyles
    • 31. Observeyourstudents (VARK)
    • 32. Carry out needs analysis / learnerstylesquestionaire
    • 33. Providingwith learning strategies (especially for matura)
    • 34. Look for useful learning strategytipswhithinthecoursebook
    • 35. Providewiththetipsbased on yourexperience of OKE examiner
    • 36. Reduce TTT, Lenghten TWT
    • 37. Involvethelearners
  • 2009-05-30
    Marcin Stanowski
    17
    THANK YOU FOR YOUR ATTENTION!