Student –teacher conferences

Conferences and interviews provide opportunities for one-to-one interactions where the teacher can learn about a student’s communicative abilities, emotional and social well-being, attention span, attitudes, pace of learning, strengths and weaknesses.

Writing Sample

Having the students give the teacher a writing sample is another good way to assess their proficiency with grammar. Teacher gives them an adequate amount of time to write about a definite subject.

Portfolio

A portfolio is a collection of work samples that cover several aspects of the assignments the students have completed. Teacher asks each student to compile a collection of ten works for him to grade. Teacher can include specific assignments on the list, but he can also give a category and ask his students to present their best work. He may ask for a grammar homework assignment, a writing sample and a vocabulary exercise, for example. The students can then choose the work that they are most proud of. They may feel more encouraged to be graded on their strengths rather than their weaknesses.

Self-assessment

Self-assessment could be done using one of the following two techniques:

K -W- L charts: With this type of chart, individual students provide examples of what they know, what they wonder, what they have learnt. These charts are especially effective when used at the beginning and at the end of a period of study. At the start of a course, the completed charts can help the teacher learn about students’ background knowledge and interests. At the end of a course, the charts can help the students reflect on what they have learnt as well as gain awareness of their improvements.

Learning logs

A learning log is a record of the students’ experiences with the use of the English language outside the classroom, including the when and the where of language use and why certain experiences were successful and others were not. Students may also use logs to comment on what they have studied in class and to record what they have understood and what they haven’t.

Dialogue journals

Journals are informal and provide a means of fee, uncensored expression; enabling students to write without worrying about being corrected. As an assessment technique, dialogue journals can help the teacher assess students’ writing ability and improvement over time.

Peer and group assessment

For assessment students can write evaluative, encouraging notes for each member of their team emphasizing their positive contribution to team work. The role of the teacher would be to provide guidance, to explain to the students what they have to evaluation one another’s work, and to help them identify and apply properly the evaluation criteria.

Student portfolios

Portfolio

The concept of portfolio was borrowed from the field of fine arts where portfolios are used to display the best samples of an artist’s work (Brown 1998).

determine meaningful work
reflect on their strengths and needs
set learning goals
see their own progress over time
think about ideas presented in their work
see the effort they put forth
feel ownership and pride in their work
realize their work has personal relevance

Online Quiz

With the extensive collection of online resources for ESL students, the teacher can require his students to spend time at home or in a language lab period working on exercises and quizzes available online. The teacher asks his students to print out their final scores or e-mail them to him. In so doing, the students will still get feedback on their work and knowledge, but the teacher will not have to give up valuable class time for it to happen.

Lecture 7

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