FORMATIVE ASSESSMENT AS AN ESSENTIAL COMPONENT OF SUCCESSFUL LANGUAGE TEACHING

The article deals with teachers‘ use of language assessment to guide students‘ language proficiency development and academic achievement, the positive benefits of formative assessment for guiding teaching and learning and its characteristics. It is specially noted that language assessment is a purposeful activity that gathers information about students‘ language development. Assessment can be intended to improve teaching and learning or to evaluate the outcomes of teaching and learning. Special attention is given to formative assessment that is described as assessment for learning, in contrast to assessment of learning, i.e. summative assessment. The article focuses on the analysis of formative assessment and its procedures in English classes such as questioning, quizzes, discussions, interviews, role plays, observations, teacher-made tests, checklists, self-reports, journals, projects. Various types of formative assessment, namely self-assessment, peer assessment and alternative assessment are highlighted in the paper. The characteristics of teacher-based assessment that distinguish it from other forms of assessment are described. Teachers assess their students’ learning to determine the effectiveness of their teaching. It should be emphasized that the quality of formative assessment depends on its beneficial uses and value for teaching and learning and teachers‘ judgments and classroom uses of assessments have profound effects on the lives and opportunities of students.

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Enter the Feedback Loop

The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education ◽

10.1093/oxfordhb/9780190265182.013.19 ◽

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.

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Learner Identity, Learner Agency, and the Assessment of Language Proficiency: Some Reflections Prompted by the Common European Framework of Reference for Languages

Annual Review of Applied Linguistics ◽

10.1017/s0267190514000300 ◽

2015 ◽

Vol 35 ◽

pp. 120-139 ◽

Cited By ~ 10

Author(s):

David Little ◽

Gudrun Erickson

Keyword(s):

Language Proficiency ◽

Large Scale ◽

Peer Assessment ◽

Language Education ◽

Language Assessment ◽

Teacher Assessment ◽

Self Assessment ◽

Learner Identity ◽

Assessment Culture ◽

Learner Agency

ABSTRACTThis article starts from the assumption that education is a process of “people shaping” designed to help learners extend and perhaps in some ways modify their identity while exploiting and developing their agency. This view is harmonious with the approach to language education that the Council of Europe has developed since the 1970s, and especially with its early commitment to learner autonomy and self-assessment. The approach adopted by the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) to the description of language proficiency clearly implicates the user-learner's identity and agency, which are also central to the CEFR's companion piece, the European Language Portfolio (ELP), in which self-assessment plays a key role. The article proposes that taken together, the CEFR and the ELP imply an assessment culture in which learning and assessment are reciprocally integrated. From the perspective thus established, the authors review some current trends in language assessment and their potential impact on learner identity and learner agency, focusing in turn on self-assessment, peer assessment, teacher assessment, and large-scale testing and assessment. The article concludes by arguing that although recent developments in language assessment pay significantly more attention to the learner than was previously the case, a great deal of work remains to be done to further increase the engagement of learner agency in processes of self-assessment and peer assessment and to align them with other forms of assessment.

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Comparative effects of self-assessment, peer-assessment, and teacher assessment on EFL learners’ writing performance

XLinguae ◽

10.18355/xl.2020.13.04.7 ◽

2020 ◽

pp. 91-107

Author(s):

Hussein Meihami ◽

Rajab Esfandiari

Keyword(s):

Language Learners ◽

Language Proficiency ◽

Alternative Assessment ◽

Peer Assessment ◽

General Purpose ◽

Teacher Assessment ◽

Control Group ◽

Self Assessment ◽

Treatment Conditions ◽

Language Proficiency Test

Self-assessment and peer-assessment, as two alternative assessment procedures, have appealed to researchers in recent years and motivated L2 researchers to examine these two techniques. However, most of the studies have used them for summative purposes, and the formative dimension these two methods can have for learning has been neglected. This study was an attempt to find how they contributed to learning gains. To that end, sixty Iranian male and female intermediate language learners at a language institute were randomly assigned into three treatment conditions: Selfassessment and peer-assessment as experimental groups and teacher assessment as a control group. A language proficiency test was used to homogenize language learners, and a posttest was administered to measure the amount of gain language learners achieved after treatment sessions. We analyzed the test data using descriptive and inferential statistics as implemented in SPSS, a general-purpose computer program for data analysis. Results from a one-way analysis of variance showed statistically significant differences between the score means of three treatment groups. Post-hoc analyses revealed that language learners in the peer-assessment group outperformed those in the other two groups. The findings suggest that peer-assessment as a cooperative technique can be used in language classes to help students improve their writing abilities.

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

Samara Journal of Science ◽

10.17816/snv201874301 ◽

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.

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Impact of Formative Assessment Practices on Student Motivation for Learning the English Language

International Journal of Education and Practice ◽

10.18488/61.v10i1.2842 ◽

2022 ◽

Vol 10 (1) ◽

pp. 25-41

Author(s):

Anita Muho ◽

Gentjana Taraj

Keyword(s):

High School Students ◽

Formative Assessment ◽

Student Motivation ◽

English Language ◽

Peer Assessment ◽

Assessment Practices ◽

School Students ◽

Self Assessment ◽

Motivation For Learning ◽

The Impact

This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student’s portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student’s portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.

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Pathways Through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom

International Journal of Science and Mathematics Education ◽

10.1007/s10763-019-10030-3 ◽

2020 ◽

Vol 18 (8) ◽

pp. 1465-1484 ◽

Cited By ~ 1

Author(s):

Laura Ketonen ◽

Markus Hähkiöniemi ◽

Pasi Nieminen ◽

Jouni Viiri

Keyword(s):

Formative Assessment ◽

Early Stage ◽

Peer Assessment ◽

Peer Feedback ◽

Data Sources ◽

Constructive Feedback ◽

Audio Recordings ◽

Field Notes

AbstractPeer assessment has been shown to advance learning, for example, by improving one’s work, but the variance of learning benefits within or between studies has not been explained. The purpose of this case study was to examine what kinds of pathways students have through peer assessment and to study which factors affect them when peer assessment is implemented in the early stage of physics studies in the context of conducting and reporting inquiry. Data sources used include field notes, audio recordings of lessons, student lab reports, written peer feedback, and student interviews. We examined peer assessment from the perspective of individual students and found 3 profiles of peer assessment: (1) students that improved their lab report after peer assessment and expressed other benefits, (2) students that did not improve their lab report but expressed other benefits, and (3) students that did not experience any benefits. Three factors were found to explain these differences in students’ pathways: (1) students’ engagement in conducting and reporting inquiry, (2) the quality of received feedback, and (3) students’ understanding of formative assessment. Most students experienced some benefits of peer assessment, even if they did not put effort into their own work or receive constructive feedback. Nevertheless, in this case study, both improving one’s work and experiencing other benefits of peer assessment required sufficient accomplishment of all 3 factors.

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The Significance of Non-traditional and Alternative Assessment in English Language Teaching: Evidence From Literature

International Journal of Linguistics ◽

10.5296/ijl.v12i5.17782 ◽

2020 ◽

Vol 12 (5) ◽

pp. 210

Author(s):

Mazin Mansory

Keyword(s):

Language Learning ◽

Language Learners ◽

Alternative Assessment ◽

Language Teaching ◽

Peer Assessment ◽

Dynamic Assessment ◽

Assessment Methods ◽

Self Assessment ◽

Traditional Assessment ◽

Static Assessment

Assessment is an integral part of teaching and learning in educational organizations that requires teachers to prepare tests in order to evaluate their learners’ performance. In language teaching contexts, traditional assessment often evaluates learners’ knowledge of previously learned language items. It is a mandatory process that determines the progress of language learners and the effectiveness of teaching/learning materials. This theoretical article reviews the literature on the notion of traditional assessment or static assessment which has certain shortcomings. Owing to the various drawbacks of static assessment, the review of related literature on the topic highlights and proposes alternative assessment methods, such as authentic assessment, dynamic assessment, peer assessment, and self-assessment. In contrast to traditional assessment, these different forms of alternative assessment share a common purpose that is to provide language learners with an opportunity to reflect on their strengths and weaknesses and set their future learning goals. The most common of the assessment methods that encourage learners' reflection were peer assessment and self-assessment which involve learners to assess their own progress as well as engage with peers in classrooms to give each other feedback on their language learning tasks assigned by teachers. The studies reviewed in this article illustrate that alternative assessment methods in the form of peer and self-assessment have a positive influence on the language learners' performance and their learning outcomes.

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Identifying Physical Education Teachers' Perceived Competence and Necessity Regarding Implementation of Alternative Assessment Methods and Their Frequency of Use

European Journal of Social Sciences Education and Research ◽

10.26417/ejser.v2i1.p74-80 ◽

2014 ◽

Vol 2 (1) ◽

pp. 74

Author(s):

Yurdagül Günal

Keyword(s):

Physical Education ◽

Alternative Assessment ◽

Concept Maps ◽

Peer Assessment ◽

Perceived Competence ◽

Arithmetic Mean ◽

Assessment Methods ◽

Physical Education Teachers ◽

Self Assessment ◽

Group Assessment

This study aimed at finding out secondary school physical education teachers' overall perception and perceived competence regarding implementing of alternative assessment methods along with frequency of using them. Study participants were comprised of 142 physical education teachers from state schools in Trabzon province during the 2012-2013 education–instruction year. "Teacher Competency" questionnaire developed by Bano?lu (2008) was used. The five-item scale is comprised of four parts. Part one includes demographic data about participants, part two is about "teachers' overall perceptions regarding implementation of alternative assessment methods" (not necessary-quite necessary), part three includes "teachers' perceived competence regarding alternative assessment methods" (unsatisfactory-very satisfactory), and the last part is about "frequency of teachers' using alternative assessment methods (neverquite often)". Data analysis was done at significance level of 0.05 by using "SPSS for WINDOVS 20". in data analysis, frequency, percentage and arithmetic mean were calculated from participants' responses in all of the three parts. Arithmetic mean range was calculated with the logic of 5 columns and 4 ranges. Value of each range was found as 4/5=0,8. Arithmetic mean for teachers' overall perceptions regarding using of alternative assessment methods was found as X= 3.17. According to teachers, alternative assessment methods are moderately necessary as seen from range values obtained from the questionnaire. Portfolio (x=26.1) was found to be the leading alternative assessment method teachers consider not necessary. It was followed by(x=20.4) concept maps. As for the methods considered rarely necessary; performance task (x=17.6) and peer assessment (x=12.7) were found. Under moderately necessary methods, project (x=22.5) and group assessment (x=26.1) were found. Check list (x=49.3) and self assessment (x=43) were listed as necessary methods. Lastly, quite necessary methods were reported as rubric (x=21.1) and check lists (x=14.8). It was understood that mostly teachers regard themselves competent about alternative assessment methods (x=3.53). They find themselves incompetent mainly in relation with concept maps (3.16) and portfolios (x=3.30). The teachers regard themselves competent about check lists, rubric, project, performance tasks, peer assessment, self assessment and group assessment (3.42-4.22). The study revealed that teachers mostly use alternative assessment methods at moderate level (x=3.06). Performance task was found the most frequently used method (x=3.41). It could be inferred from range degrees in questionnaires that according to overall mean of frequency of teachers' using alternative assessment methods (x=3.06), the frequency is low (2,62-3.41). Thus, it could be suggested "frequency of teachers' using alternative assessment methods is mostly not at desired level".

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TBL, Self-assessment, and Use of ICT: A Methodological Option to Benefit the English Learning Process in a Colombian University

Journal of Language Teaching and Research ◽

10.17507/jltr.1006.04 ◽

2019 ◽

Vol 10 (6) ◽

pp. 1162

Author(s):

María Constanza Rodríguez ◽

Lady Johanna Ramírez ◽

Javier Mauricio Camargo

Keyword(s):

Formative Assessment ◽

Information And Communication Technologies ◽

Learning Process ◽

Teaching And Learning ◽

Communication Technologies ◽

English Learning ◽

Learning Approaches ◽

Learning And Teaching ◽

English Classes ◽

Information And Communication

For more than 10 years, English teaching and learning approaches at Politecnico Grancolombiano were based on traditional methodologies with noticeable prevalence of deductive learning and summative assessment. In 2017, we surveyed students and teachers to analyze this panorama, and more than 500 responses shed light on the lack of motivation most of them had in their English learning and teaching processes. As a result, through a qualitative research project, we implemented the task-based teaching and learning approach in our English classes, featuring formative assessment, the use of information and communication technologies, and encouraging self-reflection moments for students to raise awareness of their learning process. The objective of this project was to identify the real benefits of these methodological changes in our programs, and to ensure triangulation, we used different data collection instruments such as journals, artifacts and surveys. It was found that task-based lessons offer students innovative, creative and real opportunities to learn English in and out of class. As well, students’ motivation and awareness of their learning process increased due to formative assessment routines. As for teachers, it can be concluded that these methodological innovations helped them plan more dynamic lessons and evidence students’ progress. Regarding Information and Communication Technologies (ICT), it was evident that it played an important role in teachers’ and students’ engagement. However, it revealed that it was necessary to strengthen technological skills and to guarantee the conditions to implement it.

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AVALIAÇÃO FORMATIVA E ENSINO-APRENDIZAGEM DA ESCRITA EM FRANCÊS COMO LÍNGUA ESTRANGEIRA NO ENSINO BÁSICO | FORMATIVE ASSESSMENT AND WRITING TEACHING-LEARNING IN FRENCH AS A FOREIGN LANGUAGE IN THE SECONDARY SCHOOL

Estudos Linguísticos e Literários ◽

10.9771/ell.v0i57.24789 ◽

2017 ◽

pp. 138

Author(s):

Luciana De Oliveira Alves ◽

Myriam Crestian Chaves da Cunha

Keyword(s):

Secondary School ◽

Foreign Language ◽

Formative Assessment ◽

Teaching And Learning ◽

Self Regulation ◽

Evaluation Criteria ◽

Self Assessment ◽

Written Production ◽

Teaching Learning ◽

Mutual Evaluation

Este artigo apresenta a avaliação formativa como dispositivo regulatório para o desenvolvimento da produção escrita em francês como língua estrangeira, no ensino básico. A partir da análise de um recorte de uma sequência didática envolvendo a produção escrita por aprendentes do 2º ano do Ensino Médio, procura-se verificar em que condições uma metodologia de ensino e aprendizagem ancorada em estratégias formativas, tais como a construção de critérios de avaliação (HADJI, 2011; DE KETELE, 2013) e a implicação do aprendente na avaliação mútua e na autoavaliação (ALLAL, 2004, 2007) pode levar os aprendentes a desenvolver competências avaliativas que os ajudem a ter um maior controle de sua produção escrita e a adquirirem uma visão mais crítica da própria escrita. Palavras-Chave: Ensino/aprendizagem de Francês como língua estrangeira; Avaliação formativa; Autorregulação; Produção escrita.Abstract: This article presents the formative assessment as regulatory device to the development of writing skills in French as a foreign language in the secondary school. Through the analysis of one of the phases of a didactic sequence involving the written production of learners from the second year of high school, we aimed to verify under which conditions a teaching and learning methodology anchored in formative strategies, such as the construction of evaluation criteria (HADJI, 2011; DE KETELE, 2013) and the learner's involvement in mutual evaluation and self-assessment (ALLAL, 2004, 2007) may lead students to develop evaluative skills that can help them gain greater control over their written production and develop a more critical view of their own written production.Keywords: Teaching/learning French as a foreign language; Formative assessment; Self-regulation; Written production.

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