formative assesment

FROM ASSESSMENT TO MOTIVATION

MARCIN STANOWSKI

The best solution for the best teacher

to Leanne Gauthier - the best teacher ever

How do we learn?

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we are exposed to the exponent in context

we practise the exponent in a meaningfull way

we manipulate with form/ meaning/ context

we need to know that we do this right

we need motivation

Motivation!

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The learner’s natural interest: intrinsic satisfaction

The teacher’s role: extrinsic reward

The best solution: we combine them in assessment

Types of assessment:

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Summative (Assessment of learning)- Includes grading- Conducted at the end of a unit- Useful for placement or diagnostic assessment- Final Exams

Formative (Assessment for learning)- Conducted as the unit is being taught- Useful as feedback- Monitors progress

Why Formative Assessment?

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It caters for a positive rapport

It creates the environment in which behaviour

problems seem to be less frequent

It makes learners better learners

It has been proved useful by most of the world

Formative Assessment Principles

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On-going process

Establishment of clear learning goals

Lower Test Anxiety through frequent testing

Asking the key question

Giving feedback

Self-assessment and peer-assessment

Involve and help to learn

On-going process

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Set clear learning goals!

Comprehensible for students.

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Meet the friends of the best teacher:

WALT

WILF

OLI

is short for “What are we learning today?” This information will bespoken about at the start of a lesson to focus pupils’ attention.

is short for “What am I looking for?” and refers to the points pupils need to follow to successfully complete a task.

is short for ”Our learning intention…” which describes what pupils should know, understand or be able to do by the end of the

lesson or series of lessons.

I can compare, contrast and react to photos.

Frequent testing!

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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 descriptive feedback.

It will make them practice and reduce the Test Anxiety.

The key questions

show students the wider perspective of the task,

are strictly connected with aim of the lesson,

assemble the main problems of the lesson,

make SS focus on what they have learned

Example from a coursebook section on writing:

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Check your work

Have youmentioned a range of attractive features for each townwritten the correct number of wordsgone beyond basic vocabularyused the correct prepositions

Give feedback!

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Do not grade, rather tell what’s good or wrong!

- be quick, precise, offer/ ask for a solution- do not intimidate

Oral feedback- sandwich style- 99 ways to say very good

Written feedback- a short comment is better than just a grade- fill in a feedback form at times

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How can you assemble a jigsaw puzzle

if you do not know the picture?

THIS UNIT INCLUDES ●●●●Vocabulary ● prefixes ● time expresions ● adverb collocations ● similesGrammar ● phrasal verbs ● talking about habitual actionsSpeaking ● talking about childhood memories ● talking about origins of languages ● reacting to oposing viewsWriting ● a description of an event

Give feedfore!

Self-assessment - SWOT

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Strengths

What am I good at?

What do others think I am good at?

What do I enjoy doing?

Weaknesses

Are there any specific subjects, skills or areas that I am weaker in?

Do I have any specific learning difficulties?

Opportunities

What motivates me?

How can I use my strengths to overcome my weakness?

What strategies could I use to appeal to my strengths and compensate for my weaknesses?

Threats

What makes me feel uncomfortable in class or professional environment?

What hinders me or stops me from learning/ achieving more? What de-motivates me?

Self assessment II

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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…

Listening Modules 1-4 Modules 5-10

B2 … understand extended discussions on familiar topics and identify speaker viewpoints

B2 … understand and react to current affairs radio programmes

Peer-assessment

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THINK, PAIR, SHARE tasksOral matura tasks whithin triadsCompare your answers with your partner.PyramidsLet them be matura examinersExample from a coursebook section on writing:

Check your work

Has your partnerfollowed the essay plan correctlywritten the correct number of wordsused expressions from theLearn this! Box used linking words from the writing tip on page 44?

Help to learn!

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Identifying learner styles

- Observe your students (VARK)

- Carry out needs analysis / learner styles questionaire

Providing with learning strategies (especially for matura)

- Look for useful learning strategy tips whithin the coursebook

- Provide with the tips based on your experience of OKE examiner

Reduce TTT, Lenghten TWT

Involve the learners

Writing tip

In an essay of 200-250 words, your conclusion shouldn’t be more that 40-50 words long…

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THANK YOU FOR YOUR ATTENTION!