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SP for spelling mistake
P for punctuation mistake
Gr for grammar mistake
^ for missing word

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I give specific feedback to leaners. So they can learn where should improve.
Good realisation of the task set: this includes
• all major content points included; possibly one or two minor omissions
• good range of structure and vocabulary within the task set
• generally accurate, errors occur mainly when attempting more complex
language
• ideas clearly organised, with suitable linking devices
• register and format on the whole appropriate to purpose and audience
• achieves the desired effect on the target reader

Sometimes I use Reasonable realisation of the task set: this type of task includes-
• all major content points included; some minor omissions
• adequate range of structure and vocabulary, which fulfils the requirements of
the task
• a number of errors may be present, but they do not impede communication
• ideas adequately organised, with simple linking devices
• reasonable, if not always successful attempt at register and format
appropriate to purpose and audience
• achieves, on the whole, the desired effect on the target reader

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Assessment criteria and feedback on speaking

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Assessment criteria and feedback on speaking

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1. Band descriptors.
2. Global assessment.
3. Giving feedback about speaking.

We usually use global assessment unknowingly. Sometimes we give feedback about speaking on particular speaking point. Some students like global assessment where we write "good" or "best" bla bla. I think band descriptors should be use for assessment. It will work more. And every students can improve specific criteria. Teacher also can give attention which thing are not clear to the students.

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Observation - classroom speaking assessment

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Observation - classroom speaking assessment

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The teacher prepares the learners from last class.She asks to bring a favorite thing that they use.
Every students bring their favortite thing in the class. She also gives clear instructions how to assess each other and provided word sheet too.
Yes, I see peer assessment can play important role to assess the students. If it is a large class peer assessment can help teacher assessing every students.

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Digital tools | Mobile phones, Vocaroo, sound recorder on PC, digital/other recording device
Speaking tasks | Group discussion, problem solving, role play, describe a picture, tell a story, presentations

I usually use "live "speaking samples when I assess. The idea of Recorded speaking samples was not in my mind. From now I do use it. I think it is the most useful tool that everyone has.
For speaking assessment I ask students to tell a story that he/she knows. Sometimes I ask students come in front of the class and ask to tell what they learnt from my lesson.

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Observing learners speaking, writing or doing other activities during the lesson, or collecting examples of learners’ work to assess after the lesson.

Asking specific questions to check understanding of a particular language point.

Asking learners to show evidence of their learning by creating a mind map, poster or diagram.

Asking learners for feedback based on the lesson aims.

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Every question should be made considering learner's level/age/culture. Whe should think about easy question. Possible answer should not be more than one. If confusing questions are set, students will not understand clearly.

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I think formative assessment is most beneficial for teachers and learners both. By doing formative assessment teachers can find out the problems why learners are not understanding and can find a solution.

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A very tough question at all. When I was a student, our honorable teachers assessed us in the traditional ways. They assessed our only reading and writing skills. Listening and speaking skills were not assessed at all. At that time we only memorized and used to face traditional examinations. It was very fearful, boring and depressing.
Teachers are not well trained up. Different techniques to assess our learners are included in curriculum. But few of us bringing them into action. We still follow traditional way of assessment. If more techniques of assessment taught to the teachers, they can follow the way. Every teachers should give more time to assess what he/she teach in the classroom whether these techniques are effective or not. Now a day learners and teachers get many opportunities to practice all the four skills. So learners are not afraid of assessment, rather they enjoy it very much.

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1. Formative assessment.
2. Summative assessment.
3. Contanious assessment.
4. Self assessment.
5. Peer assessment.

I think formative assessment is most beneficial for teachers and learners both. By doing formative assessment teachers can find out the problems why learners are not understanding and can find a solution.
Teachers can use more techniques to make students understand. For assessing teacher also formative assessment work most. After finishing a lesson he can try to improve his/her skills.
But summative assessment also needed to grade the learners. Some students become motivated after doing good result. A competitive situation automatically created among good students to do better.

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The reason why I assess students are written below-
** to know how much of the learning objectives have been achieved, we need to go for assessment.
** to promote the students.
** to grade the students
** to give them feedback.
** to improve the teacher's teaching.

** according to the school requirement or local education board requirement.

** assessment can have a very powerful washback or teaching.
** to bring changes to eduction, we need to assess the students.
** if we do assessment carefully, it can have a positive benefit on teaching and learning.
** to know whether they learned the outcomes as stated at the begining or no.
** students know where they are.
** they will know if they want to repeat some activities or learn something again.
** they will knwo if they didn't or they haven't masterd it yet.
** doing assessment students and teachers know the level or whether the students learned.
** Students and teachers can recycle or go back to some specific outcomes.