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Fernanda and I enjoyed the process of walking you through some key aspects of assessment. We reviewed and learned right along with you! We worked thoroughly so that our views can be reflected in our entries. Our work process was very smooth since we have always been reflecting and discussing our insights into our teaching practices. Fernanda is excellent organizing the ideas coherently, while I was in charge of  writing down what we wanted to include and revising and editing what was left. We both worked on reading the materials, and always discussed the ideas together, therefore we managed to work evenly. We sincerely hope that you have enjoyed this journey as much as we have! May we meet again :)

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The jump from thery to practice can be challenging sometimes. We just learned about relevant concepts to integrateinto our practice, yet it can be difficult to think of concrete ways to apply it. For this reason, we wish to provide you with this article we found, which proposes 20 different ideas on how to ensure your assesment practices are effective. Enjoy!

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contributed by Laura Reynolds

While assessment gets all the press, we often misunderstand effective feedback for learning.

When feedback is predominately negative, studies have shown that it can discourage student effort and achievement (Hattie & Timperley, 2007, Dinham). In my experience, the only thing I knew is that I hated public speaking and I would do anything possible to get out of it. As a teacher, most of the time it is easy to give encouraging, positive feedback.

However, it is in the other times that we have to dig deep to find an appropriate feedback response that will not discourage a student's learning. This is where the good teachers, the ones students remember forever in a positive light, separate themselves from the others.

A teacher has the distinct responsibility to nurture a student's learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated. Here you will find 20 ideas and techniques on how to give effective learning feedback that will leave your students with the feeling they can conquer the world.

20 Ways to Provide Effective Feedback

1. Feedback should be educative in nature.

Providing feedback means giving students an explanation of what they are doing correctly and incorrectly. However, the focus of the feedback should be based essentially on what the students is doing right. It is most productive to a student's learning when they are provided with an explanation and example as to what is accurate and inaccurate about their work.

Consider using the concept of a 'feedback sandwich' to guide your feedback: Compliment, Correct, Compliment.

2. Feedback should be given in a timely manner.

When feedback is given immediately after showing proof of learning, the student responds positively and remembers the experience about what is being learned in a confident manner. If we wait too long to give feedback, the moment is lost and the student might not connect the feedback with the action.

3. Be sensitive to the individual needs of the student.

It is vital that we take into consideration each student individually when giving feedback. Our classrooms are full of diverse learners. Some students need to be nudged to achieve at a higher level and others need to be handled very gently so as not to discourage learning and damage self-esteem. A balance between not wanting to hurt a student's feelings and providing proper encouragement is essential.

4. Ask the 4 questions.

Studies of effective teaching and learning (Dinham, 2002, 2007a; 2007b) have shown that learners want to know where they stand in regards to their work. Providing answers to the following four questions on a regular basis will help provide quality feedback. These four questions are also helpful when providing feedback to parents:

What can the student do?

What can't the student do?

How does the student's work compare with that of others?

How can the student do better?

5. Feedback should reference a skill or specific knowledge.

This is when rubrics become a useful tool (single-point rubrics, for example). A rubric is an instrument to communicate expectations for an assignment and a useful way to provide effective feedback for learning. Effective rubrics provide students with very specific information about their performance, compared to an established range of standards. For younger students, try highlighting rubric items that the student is meeting or try using a sticker chart.

6. Give feedback to keep students 'on target' for achievement.

Regular 'check-ins' with students let them know where they stand in the classroom and with you. Utilize the '4 questions' to guide your feedback.

7. Host a one-on-one conference.

Providing a one-on-one meeting with a student is one of the most effective means of providing feedback. The student will look forward to having the attention and allows the opportunity to ask necessary questions. A one-on-one conference should be generally optimistic, as this will encourage the student to look forward to the next meeting.

As with all aspects of teaching, this strategy requires good time management. Try meeting with a student while the other students are working independently. Time the meetings so that they last no longer than 10 minutes.

8. Feedback can be given verbally, non-verbally, or in written form.

Be sure to keep your frowns in check. It is imperative that we examine our non-verbal cues. Facial expressions and gestures are also means of delivering feedback. This means that when you hand back that English paper, it is best not to scowl.

9. Concentrate on one ability or skill.

It makes a far greater impact on the student when only one skill is critiqued versus the entire paper being the focus of everything that is wrong.

For example, when I taught Writer's Workshop at the elementary level, I would let students know that for that day I was going to be checking on the indentation of paragraphs within their writing. When I conferenced with a student, that was my focus instead of all the other aspects of their writing. The next day would feature a new focus.

Utilize this strategy when grading papers or tests to provide effective feedback for learning. This strategy allows you the necessary time to provide quality, written feedback. This can also include using a rotation chart for students to conference with at a deeper more meaningful level. Students will also know when it is their turn to meet with you and are more likely to bring questions of their own to the conference.

11. Educate students on how to give feedback to each other.

Model for students what appropriate feedback looks like and sounds like. As an elementary teacher, we call this 'peer conferencing.' Train students to give each other constructive feedback in a way that is positive and helpful. Encourage students to use post-it notes to record the given feedback.

12. Ask another adult to give feedback.

The principal at the school I taught at would often volunteer to grade history tests or read student's writing pieces. You can imagine how the student's quality of work increased tenfold! If the principal is too busy (and most are), invite a 'guest' teacher or student teacher to critique work.

13. Have the student take notes.

During a conference over a test, paper, or a general 'check-in,' have the student do the writing while you do the talking. The student can use a notebook to jot down notes as you provide verbal feedback.

14. Use a notebook to keep track of student progress.

Keep a section of a notebook for each student. Write daily or weekly, dated comments about each student as necessary. Keep track of good questions the student asks, behavior issues, areas for improvement, test scores, etc. Of course, this requires a lot of essential time management but when it is time to conference with a student or parent, you are ready to go.

Returning papers and tests at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion.

16. Use Post-It notes.

Sometimes seeing a comment written out is more effective than just hearing it aloud. During independent work time, try writing feedback comments on a post-it note. Place the note on the student's desk the feedback is meant for. One of my former students had a difficult time staying on task but he would get frustrated and embarrassed when I called him out on his inattentive behaviors in front of the class.

He would then shut down and refused to do any work because he was mad that I humiliated him. I resorted to using post-it notes to point out when he was on task or not. Although it was not the most effective use of my time, it really worked for him as a way to provide effective feedback for learning.

17. Give genuine praise.

Students are quick to figure out which teachers use meaningless praise to win approval. If you are constantly telling your students 'Good Job' or 'Nice Work' then, over time, these words become meaningless. Make a big deal out of a student's A+ on that vocabulary test. If you are thrilled with a student's recent on-task behaviors, go above and beyond with the encouragement and praise.

Make a phone call home to let mom or dad know how thrilled you are with the student's behavior. Comments and suggestions within genuine feedback should also be 'focused, practical, and based on an assessment of what the student can do and is capable of achieving' (Dinham).

18. "I noticed...."

Make an effort to notice a student's behavior or effort at a task. For example; "I noticed when you regrouped correctly in the hundreds column, you got the problem right." "I noticed you arrived on time to class this entire week." Acknowledging a student and the efforts they are making goes a long way to positively influence academic performance.

19. Provide a model or example.

Communicate with your students the purpose of an assessment and/or feedback. Demonstrate to students what you are looking for by giving them an example of what an A+ paper looks like. Provide a contrast of what a C- paper looks like. This is especially important at the upper learning levels.

20. Invite students to give you feedback.

Remember when you finished a class in college and you were given the chance to 'grade' the professor? How nice was it to finally tell the professor that the reading material was so incredibly boring without worrying about it affecting your grade? Why not let students give you feedback on how you are doing as a teacher?

Make it so that they can do it anonymously. What did they like about your class? What didn't they like? If they were teaching the class, what would they do differently? What did they learn the most from you as a teacher? If we are open to it, we will quickly learn a few things about ourselves as educators.

Remember that feedback goes both ways and as teachers, it is wise to never stop improving and honing our skills as teachers.
20 Ways To Provide Effective Feedback For Learning; A version of this post first appeared on opencolleges.edu.au;

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20 Ways To Provide Effective Feedback For Learning

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One way to provide effective feedback for learning is a 'feedback sandwich' to structure your feedback: Compliment, Correct, Compliment.

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Entry 6: Oral feedback and its effectiveness

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Entry 6: Oral feedback and its effectiveness

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And thus, our last entry has come :c
We hope you liked the information we made available to you and that most of the pieces of advice are useful for your teaching practice. Today's entry is about the approach to take when giving oral feedback, in which we break down our ideas regarding the ideal approach to take when providing feedback, as well as the factors that influence student achievement. What was your best experience related to feedback? what made it so special and useful to you? let us know in the comments below c:

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Hello again, and welcome to another entry of our blog.

Today’s topic is FEEDBACK! A very interesting and useful tool for teachers. Feedback is supposed to be an essential component of teaching practices, because it allows students to move forward towards a particular goal. From our experience (Fernanda and Belén), as students and as pre-service teachers, we know for a fact that there are students that are unable to move past certain mistakes. This has happened to us as well, the question is… Why does this happen? In this entry we will first explore one example of feedback and our thoughts on it, and also some general implications of giving good feedback. Also, you will read our own experiences regarding feedback as both, students and pre-service teachers, so stay tuned 😊

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The origins and nature of standardized testing

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The origins and nature of standardized testing

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While putting together the 4th entry we came across this video, in which information related to the genesis and uses of exams are addressed, as well as whether we should dispose of this sort of testing in our current climate. If you are interested in the subject, please watch it and let us know your opinion. Considering the current climate in Chile, should we consider eliminating this form of testing altogether? How about adopting different alternatives to PSU? Let us know your thoughts in the comments below.

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Should we get rid of standardized testing? - Arlo Kempf

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In this entry, we explored some of the major factors that affect the impact of standardized testing . as well as our own perspective on the issue. Click the link below if you wish to explore our insight on the matter.

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It can be challenging to consider and implement different assessment tasks if you have not been exposed or experienced them in the first place. For this reason, we wanted to bring attention to this article that encompasses what as well as several ideas for authentic tasks to implement in the classroom. Hopefully by bringing awareness to these ideas it will be easier to make of assessment tasks a more ongoing, integrative, collaborative, evidenced and systematic practice.

Is there one that caught your attention or that you wish to carry out? Let us know in the comments. c:

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Characteristics of Authentic Tasks Types of Authentic Tasks
Authentic Task: An assignment given to students designed to assess their ability to apply standard-driven knowledge and skills to real-world challenges

In other words, a task we ask students to perform is considered authentic when 1) students are asked to construct their own responses rather than select from ones presented and 2) the task replicates challenges faced in the real world. (Of course, other definitions abound.)

If I were teaching you how to play golf, I would not determine whether you had met my standards by giving you a multiple-choice test. I would put you out on the golf course to "construct your own responses" in the face of real-world challenges. Similarly, in school we are ultimately less interested in how much information students can acquire than how well they can use it. Thus, our most meaningful assessments ask students to perform authentic tasks.

However, these tasks are not just assessments. Authentic assessment, in contrast to more traditional assessment, encourages the integration of teaching, learning and assessing. In the "traditional assessment" model, teaching and learning are often separated from assessment, i.e., a test is administered after knowledge or skills have (hopefully) been acquired. In the authentic assessment model, the same authentic task used to measure the students' ability to apply the knowledge or skills is used as a vehicle for student learning. For example, when presented with a real-world problem to solve, students are learning in the process of developing a solution, teachers are facilitating the process, and the students' solutions to the problem becomes an assessment of how well the students can meaningfully apply the concepts.

Another way that authentic assessment is commonly distinguished from traditional assessment is in terms of their defining attributes. Of course, traditional assessments as well as authentic assessments vary considerably in the forms they take. But, typically, along the continuums of attributes listed below, traditional assessments fall more towards the left end of each continuum and authentic assessments fall more towards the right end.
Traditional ------------------------------------------- Authentic
Selecting a Response ----------------------------------- Performing a Task

Contrived -------------------------------------------------------------- Real-life

Recall/Recognition ------------------------------ Construction/Application

Teacher-structured ------------------------------------ Student-structured

Indirect Evidence ------------------------------------------- Direct Evidence

Let me clarify the attributes by elaborating on each in the context of traditional and authentic assessments:

Selecting a Response to Performing a Task: On traditional assessments, students are typically given several choices (e.g., a,b,c or d; true or false; which of these match with those) and asked to select the right answer. In contrast, authentic assessments ask students to demonstrate understanding by performing a more complex task usually representative of more meaningful application.

Contrived to Real-life: It is not very often in life outside of school that we are asked to select from four alternatives to indicate our proficiency at something. Tests offer these contrived means of assessment to increase the number of times you can be asked to demonstrate proficiency in a short period of time. More commonly in life, as in authentic assessments, we are asked to demonstrate proficiency by doing something.

Recall/Recognition of Knowledge to Construction/Application of Knowledge: Well-designed traditional assessments (i.e., tests and quizzes) can effectively determine whether or not students have acquired a body of knowledge. Thus, as mentioned above, tests can serve as a nice complement to authentic assessments in a teacher's assessment portfolio. Furthermore, we are often asked to recall or recognize facts and ideas and propositions in life, so tests are somewhat authentic in that sense. However, the demonstration of recall and recognition on tests is typically much less revealing about what we really know and can do than when we are asked to construct a product or performance out of facts, ideas and propositions. Authentic assessments often ask students to analyze, synthesize and apply what they have learned in a substantial manner, and students create new meaning in the process as well.

Teacher-structured to Student-structured: When completing a traditional assessment, what a student can and will demonstrate has been carefully structured by the person(s) who developed the test. A student's attention will understandably be focused on and limited to what is on the test. In contrast, authentic assessments allow more student choice and construction in determining what is presented as evidence of proficiency. Even when students cannot choose their own topics or formats, there are usually multiple acceptable routes towards constructing a product or performance. Obviously, assessments more carefully controlled by the teachers offer advantages and disadvantages. Similarly, more student-structured tasks have strengths and weaknesses that must be considered when choosing and designing an assessment.

Indirect Evidence to Direct Evidence: Even if a multiple-choice question asks a student to analyze or apply facts to a new situation rather than just recall the facts, and the student selects the correct answer, what do you now know about that student? Did that student get lucky and pick the right answer? What thinking led the student to pick that answer? We really do not know. At best, we can make some inferences about what that student might know and might be able to do with that knowledge. The evidence is very indirect, particularly for claims of meaningful application in complex, real-world situations. Authentic assessments, on the other hand, offer more direct evidence of application and construction of knowledge. As in the golf example above, putting a golf student on the golf course to play provides much more direct evidence of proficiency than giving the student a written test. Can a student effectively critique the arguments someone else has presented (an important skill often required in the real world)? Asking a student to write a critique should provide more direct evidence of that skill than asking the student a series of multiple-choice, analytical questions about a passage, although both assessments may be useful.

I have used the term traditional assessment on this site to refer to the many tests that are commonly administered to assess the acquisition of knowledge and skills. Tests usually consist of selected-response items (see below) and, occasionally, some constructed-response items. In contrast, authentic assessments include tasks such as performances, products and constructed-response items that typically require more direct application of knowledge and skills. These types of tasks are described below along with common examples of each.

In response to a prompt, students select an answer from among those given or from memory or from allowable study aids. Typically, no new knowledge is constructed; students simply recall or recognize information required to select the appropriate response. Examples include

Multiple-choice tests
True-false
Matching
Fill-in-the-blank
Label a diagram

In response to a prompt, students construct an answer out of old and new knowledge. Since there is no one exact answer to these prompts, students are constructing new knowledge that likely differs slightly or significantly from that constructed by other students. Typically, constructed response prompts are narrowly conceived, delivered at or near the same time a response is expected and are limited in length. However, the fact that students must construct new knowledge means that at least some of their thinking must be revealed. As opposed to selected response items, the teachers gets to look inside the head a little with constructed response answers. Examples include

(product-like):
Short-answer essay questions
"Show your work"
Ordering decimals
Limericks and rubric
Concept maps; another example / rubric
Writing a topic sentence
Identifying a theme
Making predictions
Brief summaries; another example
Peer editing
Figural representation (e.g., Venn diagram; web / rubric)
Journal response; literary journal reflections
Homework reflections; article reflections / rubric
Evaluating work of others; another example; another example
Self-assessment; another example / rubric
Self and group evaluation
Goal setting; another example / reflection
Question generation; another example
Explain your solution

(performance-like):
Typing test
Complete a step of science lab
Measure objects
Conducting bank transactions
Utilizing library services
Computer catalog search
On demand, construct a short musical, dance or
dramatic response
On demand, exhibit an athletic skill
Reading fluently
Conferences
Participation (and self-assessment)

In response to a prompt (assignment) or series of prompts, students construct a substantial, tangible product that reveals their understanding of certain concepts and skills and/or their ability to apply, analyze, synthesize or evaluate those concepts and skills. It is similar to a constructed-response item in that students are required to construct new knowledge and not just select a response. However, product assessments typically are more substantial in depth and length, more broadly conceived, and allow more time between the presentation of the prompt and the student response than constructed-response items. Examples include

Essays, stories, or poems
Ballads
Obituaries
Satirical pieces
Metaphors
School rules
Research reports; another example
Annotated bibliographies
Works cited pages
Reading strategies and rubric
Projects / rubric; another example / rubric; another example
Literary analysis; another example; another example
Character analysis; another example
Diction analysis
Advertisement analysis
Biography/Autobiography analysis
Argument analysis / rubric
Analyzing primary sources
Analysis of painting
Film analysis
Geometric analysis
Article reviews
Book reviews / rubric
Case study / rubric
Speech critiques
Extended journal responses
Identification of goals
Reading guides
Feudal contracts / rubric
Art exhibit or portfolio
Models; another example
Constructing objects
Floor plans
Musical compositions
Photo compositions
Design an advertisement
Design an experiment
Lab reports; another example
Surveys
Data recordings
Graphing of data
Data analysis; another example; another example
Anaysis of statistical use in media / rubric
Real-world problem solutions; another example / rubric
Logical sequences
Error analysis
Planning for a task
Preparing for a discussion
Proposals and criteria
Road trip directions
Map construction / rubric
Road trip budget
Scavenger hunt
Newspapers
Newscasts; another example
Editorials; another example
Peer editing / rubric
Posters; another example; another example / rubric
Collages
Pamplets; another example
Brochures; another example / rubric
Magazine covers
Bulletin boards
Videos / rubric
Podcasts
Games; another example; another example
Comic strips
Books; Booklets
Timelines; another example / rubric
Issue awareness campaigns
Letter writing; persuasive letter writing; complaint letter
Advice letter; letter to Congress; letter to Emperor

In response to a prompt (assignment) or series of prompts, students construct a performance that reveals their understanding of certain concepts and skills and/or their ability to apply, analyze, synthesize or evaluate those concepts and skills. It is similar to a constructed-response item in that students are required to construct new knowledge and not just select a response. However, performances typically are more substantial in depth and length, more broadly conceived, and allow more time between the presentation of the prompt and the student response than constructed-response items. Examples include

Conducting an experiment
Musical auditions; group auditions
Conducting an ensemble / rubric
Conduct band rehearsal / rubric
Create musical arrangement / rubric
Dance or dramatic performances
Dramatic readings
Skits
Role-plays / handout
Talk show performances; another example
Book talks
Debates; another example / rubric
Panel discussions
Fishbowl discussions
Coffee shop conversation
Athletic competitions
Oral presentations; another example; another example
Teaching/explaining
Speeches
Interviews
Self-introduction
Cooperative group behavior; another example

Also, see

Examples of Authentic Tasks
How to Select an Authentic Task

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Authentic Tasks (Authentic Assessment Toolbox)

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Characteristics of Authentic Tasks Types of Authentic Tasks Authentic Task: An assignment given to students designed to assess their ability to apply standard-driven knowledge and skills to real-world challenges In other words, a task we ask students to perform is considered authentic when 1) students are asked to construct their own responses rather than select from ones presented and 2) the task replicates challenges faced in the real world.

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We also encountered a general model for a rubric to use when speaking, which can work complementary to the one we provided for the 3rd entry. We encourage you to check it out and to imagine which changes would you make to ir so as to be applied properly in the context you have been in.

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iRubric UX3BB58: This rubric is designed to asses students ability in speaking. Students have to answer their teacher's questions about the topic proposed for the quiz.. Free rubric builder and assessment tools.

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Through this article we are exposed to several aspects of Speaking that we can consider when creating our rating scales. Enjoy!

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by Susan Verner 336,869 views

You are in a small classroom at your local language school or university. It is almost the end of the semester, and your speaking class has been fun all year. They have learned vocabulary, done role plays and strategic interaction, and practiced speaking to one another and to you. The big question now is how do you evaluate their progress? You either speak or you don't, right? It's either good or it isn't. The good news is this: you can give objective grades in a speaking class. Just use the following criteria as you evaluate your students' speaking abilities, and you can give them helpful feedback as to their language learning and also a fair and well earned grade.

Here's How You Can Evaluate Speaking

1. Create a Rubric
Most teachers will be familiar with the concept of grading with a rubric, a table with different criteria and a grading scale. If you have never created a rubric before, it's really quite easy. Simply choose the criteria on which you will grade students and list them along the left side of the page. Then create an even number of columns along the top of the page. Four is the easiest to start with if this is your first rubric. These columns will represent potential skill levels of your students. For each criterion, define what level of the ability a student at each of the four levels would exhibit. For example, the most straightforward way to label the boxes on the rubric would be, " Meets expectations high, meets expectations low, slightly underperforms, does not meet expectations. " The more rubrics you make, the more detailed you can be in your descriptions. Then, as you evaluate each student, determine at which level he or she is performing. Take the average level among the criteria and you have an objective grade with suggestions for areas in which your student can improve.

2. Pronunciation
Pronunciation is a basic quality of language learning. Though most second language learners will never have the pronunciation of a native speaker, poor pronunciation can obscure communication and prevent an ESL student from making his meaning known. When evaluating the pronunciation of your students, listen for clearly articulated words, appropriate pronunciations of unusual spellings, and assimilation and contractions in suitable places. Also listen for intonation. Are students using the correct inflection for the types of sentences they are saying? Do they know that the inflection of a question is different from that of a statement? Listen for these pronunciation skills and determine into which level your student falls.

3. Vocabulary
After noting your students' pronunciation levels, move to vocabulary. Vocabulary comprehension and vocabulary production are always two separate banks of words in the mind of a speaker, native as well as second language. You should encourage your students to have a large production vocabulary and an even larger recognition vocabulary. For this reason it is helpful to evaluate your students on the level of vocabulary they are able to produce. Are they using the specific vocabulary you have instructed them in this semester? Are they using vocabulary appropriate to the contexts in which they are speaking? Listen for the level of vocabulary your students are able to produce without prompting and then decide how well they are performing in this area.

4. Accuracy
Grammar has always been and forever will be an important issue in foreign language study. Writing sentences correctly on a test, though, is not the same as accurate spoken grammar. As your students speak, listen for the grammatical structures and tools you have taught them. Are they able to use multiple tenses? Do they have agreement? Is word order correct in the sentence? All these and more are important grammatical issues, and an effective speaker will successfully include them in his or her language.

5. Communication
A student may struggle with grammar and pronunciation, but how creative is she when communicating with the language she knows? Assessing communication in your students means looking at their creative use of the language they do know to make their points understood. A student with a low level of vocabulary and grammar may have excellent communication skills if she is able to make you understand her, whereas an advanced student who is tied to manufactured dialogues may not be able to be expressive with language and would therefore have low communication skills. Don't let a lack of language skill keep your students from expressing themselves. The more creative they can be with language and the more unique ways they can express themselves, the better their overall communication skills will be.

6. Interaction
Being able to say what you mean with a foreign language is one thing, being able to interact with others is another. Ask your students questions. Observe how they speak to one another. Are they able to understand and answer questions? Can they answer you when you ask them questions? Do they give appropriate responses in a conversation? All these are elements of interaction and are necessary for clear and effective communication in English. A student with effective interaction skills will be able to answer questions and follow along with a conversation happening around him. Great oratory skills will not get anyone very far if he or she cannot listen to other people and respond appropriately. Encourage your students to listen as they speak and have appropriate responses to others in the conversation.

7. Fluency
Fluency may be the easiest quality to judge in your students' speaking. How comfortable are they when they speak? How easily do the words come out? Are there great pauses and gaps in the student's speaking? If there are then your student is struggling with fluency. Fluency does not improve at the same rate as other language skills. You can have excellent grammar and still fail to be fluent. You want your students to be at ease when they speak to you or other English speakers. Fluency is a judgment of this ease of communication and is an important criterion when evaluating speaking.

These criteria, pronunciation, vocabulary, accuracy, communication, interaction and fluency are all markers of a student's overall speaking abilities.

Students may excel in one and struggle in another, and not necessarily the ones you might think. Help your student understand these qualities of effective speakers. Let your students know that you will be listening for these qualities when you evaluate their progress and encourage them to improve their English in these areas. Also, listen to them both when they talk to you and when they talk with other students. They should be able to speak well with one another. After all, most of the English they will use in the future will be with other nonnative speakers. Finally, remember that a true evaluation will take into consideration more than just the oral interview on the final exam. Listen to your students throughout the semester. Note how they improve in these areas. Encourage them as speakers and learners, and you are sure to reap the benefits, too.

P.S. If you enjoyed this article, please help spread it by clicking one of those sharing buttons below. And if you are interested in more, you should follow our Facebook page where we share more about creative, non-boring ways to teach English.

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by Susan Verner 336,869 views You are in a small classroom at your local language school or university. It is almost the end of the semester, and your speaking class has been fun all year. They have learned vocabulary, done role plays and strategic interaction, and practiced speaking to one another and to you.

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Introduction to the Assessment of Speaking

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Introduction to the Assessment of Speaking

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This video we found explains the very basics of speaking assessment, as well as some useful ideas to integrate into our teaching practice so as to keep it varied.

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Welcome! This is our portfolio for the Assessment of/for English language learning class (LCL462-1) 

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Welcome! This is our portfolio for the Assessment of/for English language learning class (LCL462-1) 

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Through this page, we wish to compile the academic works we put together throughout the semester, while also documenting our learning process regarding different forms of assessment, and what they entail for our learners.

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In this entry, we explore our teaching choices regarding the planning of an Speaking assessment task, which was put together while considering our last practicum experience in a 7th Grade. Was your experience similar to ours? Would you apply this activity in your classoom? Let us know down below.

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Entry 2: Assessment Literacy (Challenge n°2)

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Entry 2: Assessment Literacy (Challenge n°2)

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What is Assesment Literacy? What components are important to remember to be assessment literate?
Watch our video to find out! :)