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British Council Malaysia - PDP 4 ELT - B1 - Penang B1 - Unit 4 - Summary of a forum discussion on self-assessment

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  1. 1. Self-Assessment British Council Malaysia PDP 4 ELT B1 – Penang B1 Unit 4
  2. 2. Summary When we use self-assessment we are giving students an opportunity to get to know more about their strengths and their weaknesses, to become more aware of the skills they have to develop and what they have to review, to see what they have achieved so far, that is, to check their own progress. Thus, we can help students improve as we can check how students feel about our classes, get to know more about our students’ performance, and plan our classes accordingly.
  3. 3. Worksheets 1 and 2 ∗ Worksheet 1: The first worksheet encourages learners to participate actively in class as they must listen carefully and concentrate fully on everything the teacher is teaching. By doing this, learners can come up with their own ideas about every aspect of the language. It can also be adapted and carried out in the beginning of the year so that we can get to know about students' learning styles in a subject. Teachers can also modify or upgrade their teaching techniques according to their students' needs. Besides, this type of self-assessment can also be adapted and used with secondary school learners as the last activity before wrapping up a class and/or a lesson. They can share ideas on what they do to improve their English with their classmates. ∗ Worksheet 2: It is based on students’ routine. It's like writing a diary. They have to write about everything they do in their own journal. Learners will write about their own experiences. It should be adapted and carried out after a workshop or a seminar with higher secondary school learners or college students.
  4. 4. More information on Self-Assement According to Penny Ur in her book A Course in Language Teaching: Practice and Theory (1996), self-assessment takes place when “the learners themselves evaluate their own performance, using clear criteria and weighting systems agreed on beforehand.”
  5. 5. According to H. Douglas Brown in his book Teaching by Principles: An Interactive Approach to Language Pedagogy (Second Edition – 2001), the advantages of self-assessment are “speed, direct involvement of students, the encouragement of autonomy, and increased motivation because of self-involvement in the process of learning.”
  6. 6. Jeremy Harmer in his book The Practice of English Language Teaching (Fourth Edition – 2007), says that “involving students in assessment of themselves and their peers occurs when we ask a class ‘Do you think that’s right?’ after writing something we heard someone say up on the board, or asking the class the same question when one of their number gives a response. We can also ask them at the end of an activity how well they think they have got on – or tell them to add a written comment to a piece of written work they have completed, giving their own assessment of that work. We might ask them to give themselves marks or a grade and then see how this tallies with our own.”
  7. 7. He also mentions that “self-assessment can be made more formal in a number of ways. For example, at the end of a coursebook unit we might ask students to check what they can now go, e.g. ‘Now I know how to get my meaning across in conversation/use the past passive/interrupt politely in conversation’, etc.”
  8. 8. References: Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Pearson Education, 2001 – 2nd Edition. Harmer, Jeremy. The Practice of English Language Teaching. Harlow: Pearson Education, 2007 – 4th Edition. Ur, Penny. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press, 1996.