scholarly journals THE UTILIZATION OF FOLKLORES AND THE HAPPY STRATEGY TO IMPROVE ENGLISH SPEAKING SKILL AND SELF CONCEPT (BEST PRACTICES FOR NONFORMAL EDUCATION)

2017 ◽  
Vol 1 ◽  
pp. 510
Author(s):  
Wiwiek Afifah
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Teaching Strategy ◽  
Peer Assessment ◽  
Role Playing ◽  
Moral Values ◽  
Self Concept ◽  
Narrative Texts ◽  
Self Assessment ◽  
Speaking Skill

This paper aims to discuss: (1) the integration of moral values through folklore in narrative texts, (2) the implementation of the happy strategy in teaching and learning processes, and (3) the improvement of speaking skill and self concept. The integration of moral values in folklores as narrative texts can be done to fulfil the learning targets. It is because students will be supported to internalize and actualize those values in their life. Some moral values that can be stressed in the integration of folklores are how to be an honest one, confident, careful, communicative, and down to earth person. The Happy strategies are joyful learning activities that can support students in learning how to speak effectively. It is because learning experiences on how to speak and to communicate were framed fun and relax. The characteristic of the happy strategies included ice breaking, storytelling, role playing, self assessment, peer assessment, and selected report. The strategy also made students felt directly aware of their performance from the result of peer assessment. The teaching strategy that had been implemented in non formal education especially for packet B program was proven to be appropriated. Having been implemented the language input (moral values based on folklores) and the happy strategies, student’s linguistic competence, linguistics performance (speaking skill) were improved. Furthermore, student’s self concept also changed to be better. It is because they can learn some moral values from the folklores and strengthen them through the reflection session of the class.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

scholarly journals Advantages of authentic assessment over traditional assessment while teaching English to university students majoring in non-linguistic subjects

2018 ◽  
Vol 7 (4) ◽  
pp. 287-293
Author(s):  
Irina Evgenyevna Abramova ◽  
Elena Petrovna Shishmolina ◽  
Anastasia Valeryevna Ananyina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Assessment Tools ◽  
University Teaching ◽  
Foreign Languages ◽  
Special Focus ◽  
Self Assessment

The paper analyzes existing approaches to assessing the results of teaching foreign languages to the university students majoring in non-linguistic subjects with a special focus on the advantages of authentic assessment. The authors stress the state-level need to develop and implement effective assessment tools for ESL university teaching, and substantiate the effectiveness of authentic assessment for increasing students motivation to learn English. They identify advantages of authentic assessment, including a possibility to track individual students learning progress, to effectively use peer assessment and self-assessment, to focus on students performance indicators, to create a success effect, and to present actual teaching and learning results or personal development achievements in the form of presentations, projects and other tangible accomplishments. The paper describes a unified system of control, assessment and evaluation of ESL teaching and learning results, developed by Foreign Languages for Students of Humanities Department at Petrozavodsk State University (Russia) for modeling a foreign-language environment and enhancing students language socialization. The authors give a detailed account of establishing procedures for the assessment of speaking and writing skills, and analyze a didactic potential of a foreign language portfolio as one of authentic assessment tools. They come to the conclusion that peer assessment, self-assessment and other authentic assessment methods help to shift the focus from teaching to learning and create optimal conditions for student-centered education process.

scholarly journals Simulation-based clinical assessment: Redesigning a signature assessment into a teaching strategy

2014 ◽  
Vol 11 (6) ◽  
Author(s):  
Nigel Barr ◽  
Kylie Readman ◽  
Peter Dunn
Keyword(s):  
Patient Safety ◽  
Student Engagement ◽  
Reflective Practice ◽  
Clinical Assessment ◽  
Clinical Skills ◽  
Teaching Strategy ◽  
Peer Assessment ◽  
Pilot Project ◽  
Self Assessment ◽  
Simulation Based

Paramedics entering the professional workforce continually make judgements of their own and their peers’ performances. With little exposure to these processes, exercising these judgements is difficult. Teaching strategies that use self-assessment, peer assessment and reflective practice should improve the acquisition of clinical reasoning and application of clinical skills (1-4). However, clinical programs such as paramedic programs, present unique challenges in the development and assessment of clinical skills, because allowing undergraduate paramedic students to work with autonomy beyond their ability presents considerable risk to patient safety. The results of this pilot project indicate that changing a simulation-based clinical assessment (SCA) from a standalone assessment to a strategy encouraging student engagement through a focus on active learning rather than on passive teaching, have facilitated deeper understanding and developed desired attributes.

scholarly journals Story-telling Technique Utilizing Puppets to Enhance the Learners’ Speaking Competence

2021 ◽  
Vol 3 (2) ◽  
pp. 304-341
Author(s):  
Muhammad Lukman Syafii ◽  
Slamet Santoso ◽  
Sri Harotno
Keyword(s):  
Data Analysis ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Story Telling ◽  
Self Assessment ◽  
Study Program ◽  
Scoring Rubrics ◽  
Field Notes ◽  
The Subject ◽  
The Right

This study was done to enhance the learners’ speaking competence thru a story-telling technique utilizing puppets in parlances of value and transmission of the story. The format of the study was classroom action research. The subject of this research was the 38-second semester learners of the management study program at Muhammadiyah University of Ponorogo. The instruments of this study were observation checklists, field notes, self-assessment sheets, peer-assessment sheets, the students’ speaking performance measured using scoring rubrics, tape recordings, and questionnaires. The findings indicated that the first criterion was when 65% of the learners get into or are earnestly engaged in the teaching and learning process, and the data analysis told that 83% of learners were earnestly engaged. The second criterion was when 65% of the learners get the score higher than or the same as 65, the result indicated that 87% of the learners got scores higher than 65. The final criterion, if 75% of learners own right feedbacks to the application of the story-telling technique utilizing puppets, the results indicated that 89% of the learners indicated the right feedbacks to the technique. This can conclude that the story-telling technique utilizing puppets is effective in enhancing the learners’ speaking ability in learning English.

scholarly journals Teacher’s perception on the implementation of the assessment process in 2013 curriculum

2017 ◽  
Vol 1 (2) ◽  
pp. 1-9
Author(s):  
Wayan Maba
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Social Attitudes ◽  
Lesson Plans ◽  
Assessment Process ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Interactive Analysis ◽  
Written Test

This study aims to describe the teachers’ perception on the implementation of the assessment process in 2013 curriculum. This research is a qualitative descriptive research. The subjects of the research are the Elementary school principals and elementary school teachers in Denpasar. Research data were collected through in-depth interviews, observation, and documentation which were analyzed descriptively by using the interactive technique. The interactive analysis was done by collecting data, data reduction, data presentation, and conclusion. The results of data analysis showed that the teachers prepared the lesson plans prior to implementing the teaching and learning processes in the classroom. The lesson plans consist of the rubric of attitude assessment, knowledge assessment, and social assessment. The attitude competence assessment consists of spiritual and social attitudes. The assessment of the attitude competence is done by doing observation, self-assessment, peer assessment, and teacher's journal. The assessment of knowledge competence was done by administrating written test, oral test, and also written an assignment. The students’ competencies were assessed by conducting performance assessment. The results of the assessment were written descriptively on the students’ learning report by describing the student's ability to detail. Most teachers stated that the assessment in 2013 curriculum is quite good because it provides an attitude assessment, including the aspect of the spiritual and social, knowledge aspects, and skills aspects. There were some obstacles found by teachers in conducting the assessment, such as, limited time that teachers have in observing students' social attitudes and writing the results of the assessment that require a lot of time to describe the students' abilities.

scholarly journals Buzz Group in ESP Class to Improve Students' Speaking Skills

2018 ◽  
Vol 10 (2) ◽  
pp. 88
Author(s):  
Nine Febrie Novitasari ◽  
Dwi Taurina Mila Wardhani
Keyword(s):  
Effective Teaching ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Visual Media ◽  
Group Method ◽  
Effective Teaching Strategies ◽  
Speaking Skill ◽  
Speaking Skills

Teaching strategy and media are two important factors that influence the success of teaching and learning process. The implementation of Buzz group method that are integrated with audio visual media is one example of the effective teaching strategies that can be used to teach speaking. Students taking ESP class at UNARS had difficulties with speaking skill because of their limited vocabularies. Thus, this research tried to see how if Buzz group implemented with audio visual media implemented to the students to mprove their speaking skill. This CAR was held in one cycle. The result showed that the strategy was effective in improving the students’ speaking skill.

scholarly journals Assessing oral proficiency for intercultural professional communication: the CEFcult project

2012 ◽  
Vol 20 (1) ◽  
pp. 27
Author(s):  
Ana Beaven ◽  
Antje Neuhoff
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Intercultural Competence ◽  
Formal Education ◽  
Peer Assessment ◽  
Oral Communication ◽  
Learner Autonomy ◽  
Theoretical Background ◽  
Self Assessment ◽  
European Languages

Technology has been part of the language learning process, both inside and outside the classroom, for decades, helping to bridge the gap between different contexts of learning. At the same time, the concept of lifelong-learning has widened our understanding of what learning is, what different forms it can take, and of the importance of considering the learning process as one that will continue once formal education is over and the learner has entered the world of employment. Learner autonomy has also taken a central role, and has brought with it a shift in the role of the teacher in the language learning process. Self-assessment is one aspect of learner autonomy, and is crucial in enabling learners to set themselves clear objectives and thus take responsibility for the leaning process itself. In addition, the importance of including the development of intercultural competence in the language classroom has been advocated by many linguists and educationalists (Kramsch, 1986; Byram et al., 2001; Byram, 2008; Corbett, 2003; Sercu, 2005). It is against this background that the European-funded project CEFcult (2009-2011) was developed. Its main outcome is the production of an online environment for the collaborative assessment of oral skills and intercultural competence in the foreign language. The target groups are language teachers, in-company trainers, those about to start or return to work, and undergraduates and graduates who are preparing themselves for first-time employment. The tool places side by side the widely known and standardised descriptors of the Common European Framework of Reference (CEFR) for spoken production and interaction, and the descriptors for intercultural competence in a professional setting, developed within the Intercultural Competence Assessment (INCA) project. CEFcult provides a set of authentic communication scenarios, each containing various tasks through which learners can assess their skills for intercultural professional purposes in different European languages. Although the tool can also be used autonomously, in a classroom setting, teachers can set the learners suitable scenarios, get them to perform the speaking tasks and record the oral communication activities. After uploading the samples onto the online tool, they can be assessed by the teacher, by other experts (including teachers in other countries), or by other learners. The tool can also be used for self-assessment. By encouraging self- and peer-assessment, CEFcult can positively engage learners in a process of reflexive learning that will lead to greater autonomy. However, it also enables the teacher to be an active part of this same process. After a brief introduction to the theoretical background and pedagogical choices underpinning the project, we will illustrate the pilots carried out at the universities of Dresden and Bologna, and discuss some of the implications for learners and teachers.

scholarly journals Basic Need Analysis in Practical English Grammar: An Effort on Creating and Empowering Autonomy Learners

2020 ◽  
Vol 4 (2) ◽  
pp. 381
Author(s):  
Dwi Astuti Wahyu Nurhayati
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Peer Assessment ◽  
Classroom Interaction ◽  
Learning Material ◽  
English Grammar ◽  
Need Analysis ◽  
Media Learning

This paper presents the students’ need analysis in Practical English Grammar course. The data were collected through questionnaires and interview by individual or group assessment. It involves 34 Indonesian undergraduate students who were majoring in English, took, join Grammar class and conducted classroom interaction in English teaching and learning process in IAIN Tulungagung, East Java, Indonesia. The data were analyzed using descriptive qualitative approach. The finding revealed some students’ perspectives on Practical English Grammar course (lack of learning media, ineffective teaching strategy, unsupportive class atmosphere, and Grammar as difficult course); some student-considered effective ways to learn Practical English grammar (YouTube, discussion, appropriate learning techniques, progress report, peer assessment, and game); and students’ results on their need analysis in learning Practical English Grammar in form of independent option on: learning media, learning strategy, learning material, and creating own questions and its answers.

Enter the Feedback Loop

2019 ◽  
pp. 297-317
Author(s):  
Adam Patrick Bell
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Feedback Loop ◽  
Peer Assessment ◽  
Music Technology ◽  
Multiple Perspectives ◽  
Self Assessment ◽  
Definition Of ◽  
Meaningful Experiences

The core question that this chapter examines is how music technology in, for, and as music education should be assessed in teaching and learning contexts. Commencing with an explanation of the concept of the personal best in the context of running culture, it suggests that this approach to assessment, which incorporates self-assessment and peer-assessment, ought to be used in music education settings. The chapter then presents a rationale for delimiting the definition of “music technology” as a means of making music, before proceeding to discuss the theories of assessment that provide a framework for suggesting ways of realizing learners’ personal bests. The chapter argues that peer feedback and self-feedback are synergistic strands of the feedback loop that learners must enter to experience an authentic and complex learning environment, and that summative assessment can and should be a natural outgrowth of formative assessment. Ultimately, the aim of this approach is to construct a context in which learners of all levels and abilities can engage in meaningful experiences with music technology while providing a framework to evaluate the quality of the learning that has taken place from multiple perspectives. If teachers and learners commit to this iterative process of assessment as learning, one in which they start but do not stop, then they will have entered the feedback loop.

How Peer and Self-Assessment can Enhance Students’ Experience with Assessment in Higher Education: A Practical Description of a Teaching Session

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
MANUELA ENDER
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Teaching Session ◽  
Self Assessment ◽  
Assessment Activity ◽  
Higher Education Teaching ◽  
Assessment In Higher Education

Any kind of assessment has great potential to draw students’ attention. As a parent of a two-year-old girl, I find teaching and learning very natural when we play together. However, as a teacher of nearly hundred students, I find itimportant to use teaching methods that support active and deep learning.Session with peer and self-assessment utilises motivation to facilitate students’learning. Such session helps gain a better understanding of marking, assessment,and teacher’s expectation. This paper describes a teaching session of only 50minutes that effectively incorporates peer and self-assessment for formativepurpose. The students taking part in the peer and self-assessment activity studyat a Sino-British cooperative university where teaching is in English. Followingthe approach of Dangel and Wang (2008), I combined the principles for goodpractice of Chickering and Gamson (1987) with the proposed learning outcomesof Anderson and Krathwohl (2001). Students’ feedback shows that the intendedlearning outcomes can be achieved. Getting marks from peers and marking thework of peers are useful for students’ own learning. As a result, peer and selfassessmentactivities arebeneficial elements for teaching and learning in highereducation.Keywords: Education,peer assessment, self-assessment, assessment, higher education, teaching session, China

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