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FROM ASSESsMENT TO MOTIVATION<br />Marcin stanowski<br />Thebestsolutionfor thebestteacher<br />to LeanneGauthier - thebes...
How do we learn?<br />2009-05-30<br />Marcin Stanowski<br />2<br /><ul><li>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</li></li></ul><li>Motivation!<br />2009-05-30<br />Marcin Stanowski<br />3<br />The learner’s natural in...
Types of assessment:<br />2009-05-30<br />Marcin Stanowski<br />4<br />Summative (Assessment of learning)<br /><ul><li>Inc...
Conducted at the end of a unit
Useful for placementordiagnosticassessment
Final Exams</li></ul>Formative (Assessment for learning)<br /><ul><li>Conducted as the unit is being taught
Useful as feedback
Monitors progress</li></li></ul><li>WhyFormativeAssessment?<br />2009-05-30<br />Marcin Stanowski<br />5<br />Itcaters for...
FormativeAssessmentPrinciples<br />2009-05-30<br />Marcin Stanowski<br />6<br /><ul><li>On-goingprocess
Establishment of clear learning goals
Lower Test Anxietythroughfrequenttesting
Askingthekeyquestion
Givingfeedback
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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.

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Formative Assesment

  1. 1. FROM ASSESsMENT TO MOTIVATION<br />Marcin stanowski<br />Thebestsolutionfor thebestteacher<br />to LeanneGauthier - thebestteacherever<br />
  2. 2. How do we learn?<br />2009-05-30<br />Marcin Stanowski<br />2<br /><ul><li>we areexposed to theexponent in context
  3. 3. we practisetheexponent in a meaningfullway
  4. 4. we manipulatewith form/ meaning/ context
  5. 5. we need to knowthat we do thisright
  6. 6. we needmotivation</li></li></ul><li>Motivation!<br />2009-05-30<br />Marcin Stanowski<br />3<br />The learner’s natural interest:intrinsic satisfaction<br />The teacher’s role: extrinsic reward<br />Thebestsolution: we combinetheminassessment<br />
  7. 7. Types of assessment:<br />2009-05-30<br />Marcin Stanowski<br />4<br />Summative (Assessment of learning)<br /><ul><li>Includesgrading
  8. 8. Conducted at the end of a unit
  9. 9. Useful for placementordiagnosticassessment
  10. 10. Final Exams</li></ul>Formative (Assessment for learning)<br /><ul><li>Conducted as the unit is being taught
  11. 11. Useful as feedback
  12. 12. Monitors progress</li></li></ul><li>WhyFormativeAssessment?<br />2009-05-30<br />Marcin Stanowski<br />5<br />Itcaters for a positiverapport<br />Itcreatesthe environment inwhichbehaviourproblemsseem to be less frequent<br />Itmakeslearnersbetterlearners<br />Ithasbeenproveduseful by most of theworld<br />
  13. 13. FormativeAssessmentPrinciples<br />2009-05-30<br />Marcin Stanowski<br />6<br /><ul><li>On-goingprocess
  14. 14. Establishment of clear learning goals
  15. 15. Lower Test Anxietythroughfrequenttesting
  16. 16. Askingthekeyquestion
  17. 17. Givingfeedback
  18. 18. Self-assessment and peer-assessment
  19. 19. Involve and help to learn</li></li></ul><li>On-goingprocess<br />2009-05-30<br />Marcin Stanowski<br />7<br />
  20. 20. Set clear learning goals!<br />Comprehensible for students.<br />2009-05-30<br />Marcin Stanowski<br />8<br />I cancompare, contrast and react to photos. <br />Meetthefriends of thebestteacher:<br />WALT<br />WILF<br />OLI<br />is short for “What are we learning today?” This information will be<br />spoken about at the start of a lesson to focus pupils’ attention.<br />is short for “What am I looking for?” and refers to the points pupilsneed to follow to successfully complete a task.<br />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.<br />
  21. 21. Frequenttesting!<br />2009-05-30<br />Marcin Stanowski<br />9<br />Check and see how many additional, easily adaptable, short tests your coursebook has<br />Check coursebook’s CD-ROM for add-ons<br />Encourage e-learning (publisher’s site, Moodle)<br /><ul><li>Give immediate but descriptivefeedback.
  22. 22. It will make thempractice and reducetheTest Anxiety.</li></li></ul><li>The keyquestions<br />show studentsthewiderperspective of thetask, <br />arestrictlyconnectedwithaim of thelesson, <br />assemblethemainproblems of thelesson, <br />make SS focus on whattheyhavelearned<br />Examplefrom a coursebooksection on writing:<br />2009-05-30<br />Marcin Stanowski<br />10<br />
  23. 23. Givefeedback!<br />2009-05-30<br />Marcin Stanowski<br />11<br />Do not grade, rather tell what’sgoodorwrong!<br /><ul><li>be quick, precise, offer/ ask for a solution
  24. 24. do not intimidate</li></ul>Oralfeedback<br /><ul><li>sandwich style
  25. 25. 99 ways to sayverygood</li></ul>Writtenfeedback<br /><ul><li>a shortcommentisbetterthanjust a grade
  26. 26. fillin a feedback form attimes</li></li></ul><li>2009-05-30<br />Marcin Stanowski<br />12<br />THIS UNIT INCLUDES ●●●●<br />Vocabulary● prefixes ● time expresions ● adverbcollocations ● similes<br />Grammar ● phrasalverbs ● talkingabouthabitualactions<br />Speaking● talkingaboutchildhoodmemories ● talkingaboutorigins of languages ● reacting to oposingviews<br />Writing● a description of an event<br />Givefeedfore!<br />Howcanyouassemble<br />a jigsaw puzzle <br />ifyou do not knowthepicture?<br />
  27. 27. Self-assessment - SWOT<br />2009-05-30<br />Marcin Stanowski<br />13<br />
  28. 28. Selfassessment II<br />2009-05-30<br />Marcin Stanowski<br />14<br />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.<br /> = I need more practice = sometimes find this difficult = No problem!<br />In English I can…<br />
  29. 29. Peer-assessment<br />2009-05-30<br />Marcin Stanowski<br />15<br />THINK, PAIR, SHARE tasks<br />Oral matura taskswhithintriads<br />Compareyouranswerswithyour partner.<br />Pyramids<br />Letthem be matura examiners<br />Examplefrom a coursebooksection on writing:<br />
  30. 30. Help to learn!<br />2009-05-30<br />Marcin Stanowski<br />16<br /><ul><li>Identifyinglearnerstyles
  31. 31. Observeyourstudents (VARK)
  32. 32. Carry out needs analysis / learnerstylesquestionaire
  33. 33. Providingwith learning strategies (especially for matura)
  34. 34. Look for useful learning strategytipswhithinthecoursebook
  35. 35. Providewiththetipsbased on yourexperience of OKE examiner
  36. 36. Reduce TTT, Lenghten TWT
  37. 37. Involvethelearners</li></li></ul><li>2009-05-30<br />Marcin Stanowski<br />17<br />THANK YOU FOR YOUR ATTENTION!<br />

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