Assessment and Teaching Strategies in Education
Ongoing Assessment
Ongoing Assessment (often called formative) is what we do on a daily basis, continuously, when we intentionally look for information which will help us to see how far a pupil is making progress in line with our objectives. Ongoing assessment is most important for both teacher and pupil. Teachers use the information gained to help pupils by building their teaching or by providing them with specific help. So pupils benefit immediately from the results of the assessment. Example: A writing activity, where the teacher can interpret the work of his pupil according with his objectives.
Overall Assessment
Overall Assessment (often called summative) happens only periodically, e.g. at the end of a term, year, or period of study. It takes place when the teacher or someone else wants to check whether pupils have achieved certain goals or targets, usually through a test or an exam. Overall assessment gives information about what a child has achieved at the end of a particular period of study.
Peer Assessment
In this strategy, children work together with a partner or buddy. Slower or weaker pupils can be paired with a stronger partner in some activities. For example, getting one pupil to listen to another pupil read a story book provides excellent practice for pupils who are slow or lacking in confidence in their reading, in the early stages.
Advantages of Peer Assessment
- It involves pupils in helping each other.
- Both stronger and weaker pupils gain from the system.
- Pupils become more involved in the learning process.
- Pupils are learning to be more independent.
- It’s a flexible system which can be used according to need.
Disadvantages of Peer Assessment
- Some pairs may not work well together.
- Stronger pupils may be less challenged.
- Some pupils try to dominate their buddies.
- It takes time to train pupils how to work effectively as buddies.
Self-Assessment
Pupils will not always have a teacher to assess and provide feedback. They need to assess themselves and identify their own needs. Forms assist pupils to think about their own learning and become aware of their strengths and weaknesses. For example, through the use of drafting, questionnaires, and diaries.
Lesson Plan
A) Objectives
Pupils will be able to:
- Provide information about…
- Tell the class about…
- Activate children’s knowledge about the topic.
- Give an opinion.
B) Language Skills
- Listen for detail.
- Follow spoken instructions.
- Children have to participate and acquire good pronunciation in the basic vocabulary.
C) Function
Describe the colors of the fish. E.g. “His face is orange.”
D) Vocabulary
Known and new.
E) Language Structures (Receptive)
- Use polite structures such as “Can you repeat this? Thank you, teacher!”.
- Use the present simple or past.
- Instructions.
F) Language Structures (Productive)
Revision of simple statements using color adjectives and singular/plural verb forms.
G) Resources
- Photocopies
- Sets of color crayons
- Posters
- Flashcards
H) Attitudes
Develop interest in _______ and enjoy learning the foreign language.
Possible Ways to Teach a Child
- Using language creatively.
- Going for meaning.
- Joining in the action.
- Using chunks of language.
- Feeling at home.
- Having fun.
- Talking their heads off.