The document discusses the differences between mistakes and errors in student work. Mistakes are slips that students can self-correct when pointed out, while errors require explanation. When responding to errors, teachers should provide feedback to help students improve rather than criticize them. Teachers can assess student performance through exams, comments, reports, and self-assessment. When providing feedback during oral work, teachers should consider the lesson stage, activity type, mistake made, and individual student. There are three techniques for correcting errors: self-correction, student-to-student correction, and teacher correction, with correction involving showing the mistake and helping the student address it.

1. ERROR VS. FEEDBACK

2. MISTAKES VS. ERRORS
• MISTAKES are slips which students can correct themselves once the
mistake has pointed out to them.
• ERRORS are mistakes which students cannot correct themselves and
which need explanation.
• --When responding to errors, teachers SHOULD be seen as providing
feedback, aiming to help the students reshape their knowledge
instead of telling students off that they are wrong.

3. ASSESSING STUDENT’S PERFORMANCE
TEACHERS CAN ASSESS STUDENT’S PERFORMANCE THROUGH:
1. Test Exams
2. Comments in and outside the class--oral and written comments
3. Reports
4. Students assessing themselves

4. FEEDBACK DURING ORAL WORK
• Though feedback can be helpful during oral work, teachers should not
deal with all oral production in the same way. Decisions about how to
react to our student’s performance will depend upon;
1. The stage of the lesson
2. The activity (communicative and non communicative activities)
3. The type of mistake made
4. The particular student who made the mistake

5. THREE TECHNIQUES FOR CORRECTING
STUDENTS’ ERRORS
1. Self-correction
2. Student-to-student-correction
3. Teacher-correction
CORRECTION IS MADE UP OF TWO MAIN STAGES:
1. teachers show students that a mistake has been made
2. teachers help students to do something about it

6. • Showing incorrectness techniques are useful for what we are
assuming to be language mistakes rather than errors. Students are
expected to be able to correct themselves once the problem has been
pointed out. If not, there is a need to use alternative techniques such
as student-to-student and teacher correction.