Supporting students how to recognise new words. We can play games with cards like matching games activity. You can reinforce them to remember the new words. For example students can stick the words on English corner in our classroom; this is my “words of the day” activity. You can make them use their new words. Students write their own sentences. So they’ll learn how to use their new vocabulary in a context. You can use graphic organisers or such visual things. You can enrich students' vocabulary by providing visual and realia tools is a valuable resource. For example; word map is a visual organizer that promotes vocabulary development. Briefly, students notice the new vocabulary when they meet several times with these words. They get the meaning by activities. Then they activate them when they produce something maybe sentences, paragraphs, comments, essays etc with the new words. Students can create their own dictionary with personal organising awareness. 

Feedback can be given verbally, non-verbally, or in written form. 
Feedback is an essential part of learning, but not all of it is productive. Providing students with meaningful feedback can enhance their learning and achievement. When people are trying to learn new skills, they must get some information that tells them whether or not they are doing the right thing. If you want to give a productive feedback;
-Feedback should be educative.
-you must be sensitive to students’ needs.
-you must be as specific as possible.
-the sooner feedback, the better feedback
-students shouldn’t  be monitored too closely
-feedbacks must help them progress toward their final goal.
-Feedback should reference to a specific knowledge. 
-you should present the feedback carefully
-you should involve learners in the process.
-you must give genuine praise. 

A learned-focused feedback is my best. Because a learning-focused feedback emphasizes on what students do with feedback comments, rather than the comments themselves. 

Assessment “of” learning (grade-based) Exams

Portfolios, Final projects, Standardized tests etc.

Assessment “for” learning (ongoing and actionable) formative assessment, diagnostic assessment.

Assessment “as” learning (student-based) Self-assessment, peer assessment etc.

Final and summative/formal assessments only assess the learners.

To conclude, I believe that assessment should not be used to threaten or discourage students. It should motivate them to improve their language abilities and to make a meaningful progress. With continuous assessment, the teacher can make students notice their own strengths and help them improve their weaknesses and learning problems.

How can progress be assessed?
-by listening to students conversations in class.
-test results.
-observation and interaction.
-portfolio works.
-individual feedback
-giving students questionairre.
-self assesment and peer assessment.
-teacher collaboration
-compairing with other experiences.

Criteria is to state whether an outcome has been achieved or not. Success criteria are linked to intended outcomes and targets.
We need to have success criteria because,
-to notice that how well sth is working
-to recognize achievements.
-to set standarts and how well these are met 
-to measure progress and performance.
-to identify areas of development and improvement.
-to have evidence-informed evaluation.
-to give focus
-to set action planning
-to monitor how well goal-focused they are

Success criteria has to be clear and conscious for students. When a student has completed the task of that lesson they can reflect the success criteria if they achieved all the goals of the lesson. students will feel a sense of achievement and self-confidence about knowing they did what was asked of them for that lesson.