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Learning outcomes to improve English practice

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Learning outcomes to improve English practice

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Learning Outcomes are fundamental to assess student level of cognitive, affective and ethical skills at the end of a course project. Cognitive outcomes are the clear evidence of developed critical thinking skills like the ones shown throught projects, written communication, etc. Affective outcomes refers to students' affectiveness development for example fieldwork experiences are great opportunities for developing skills in undergraduate students. Regarding ethical outcomes refer to the development of students’ abilities to understand and critically engage the ethical dimensions of thought, knowledge, and behaviors, and to contribute ethically to the personal, professional and larger social contexts in which they live. Realizing that behavior has consequences for the welfare of others, learners assess reasoning processes and learn the ethical principles that help guide and evaluate actions (Rochester Institute of Technology). Essentially, they are written statements of what the successful knowledge pursuer is expected to be able to achieve at the end of the programme module/course unit or qualification (Adam, 2004).

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How outcomes assessment improves Foreign Language Learning

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As Suskie (2009) states, for assessment to be “truly useful” (p. 57) those involved need to understand why they are assessing student learning and what they plan to do with the assessment results.
Hutchings (2010) argues that faculty involvement in assessment is an essential element in creating an environment where assessment results are used to make changes that help students achieve. Faculty need to be involved in determining what outcomes they value most in any given course or program.  In other words, institutions should strive to create a culture of assessment to improve students learning.

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The goal of an educator's using it, is to encourage higher-order thought in their students by building up from lower-level cognitive skills (Krathwohl, 2002).

Bloom's taxonomy is used as a tool for teaching to balance the evaluative and assessment-based questions in exams, assignments, and in-class engagements.

It is helpful to ensure that all orders of thinking are being practiced in the institutes, including aspects of information searching.

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The purpose of assessment is to determine the extent to which the quality objectives established in the standards for learning that students are expected to achieve in school are being met. As such, assessments provide feedback to educational institutions, identify strengths and weaknesses, and evaluate the impact of the educational process on the development of students' basic skills.

In this sense, evaluation is an improvement tool that allows obtaining valid and reliable information on the consequences of a given activity in order to optimize the students' work.

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How to evaluate students' needs and preferences in learning English? 

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How to evaluate students' needs and preferences in learning English? 

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To avoid the absence of knowledge, and skills students should be allowed to express their choices for the methods used to teach and acquire the English language. Keeping in mind that learners' preferences for how the English language is taught are crucial to their learning.
In this case, the elements of how we will evaluate students' necessities are the following:
- Questionnaires: it is an easy way to collect the information we wanted to comprehend, and to make it realistic; we must apply open-ended questions to obtain students’ real needs.

-Self-ratings: where students can independently evaluate their skill level.

-Interviews: to understand fully how we intend to evaluate in the surveys.

-Meetings: It makes it possible to gather a lot of data quickly.

-Observation: when the mentality of the pupils is seen

- Task analysis: based on the replies of the pupils

- Collecting learner language samples: We can assess students' performance, competency, and attitude in various language use domains through role plays, written, or oral assessments.

- Case studies: where a single student or a chosen group of students can be assessed.

- Analysis of available information: using books, reports, surveys, journal articles, records, and files that contain pertinent information.

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What do they mean by "responsive to student needs"?

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What do they mean by "responsive to student needs"?

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Responsiveness of teachers to student needs.

Teachers must know and understand sensitivity to academic, socioemotional, and behavioral factors that may affect students' professional and personal development on individual and group levels.

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Portfolios are a smart approach for measuring pupils' growth over time.

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Portfolios are a smart approach for measuring pupils' growth over time.

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Student Portfolios for Classroom Assessment

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Using Assessment and Evaluation Strategies to Support Students