Assessment issues in



Yüklə 114,34 Kb.
səhifə4/4
tarix05.09.2023
ölçüsü114,34 Kb.
#141587
1   2   3   4
    Bu səhifədəki naviqasiya:
  • SUMMARY

PRODUCTIVE

FORMATS

  • They are more complex
  • When you want your students to SPEAK or WRITE, they need a MODEL
  • They also need SCAFFOLDING activities (note-taking, fill-in a grid)
  • First in PAIRS/GROUPS, then INDIVIDUALLY

SUMMARY

  • Clear Learning OBJECTIVES; they will usually include CONTENT/SKILLS first, then LANGUAGE in some form
  • Because of INTEGRATION and DUAL FOCUS, in CLIL lessons we cannot always assess everything
  • We shloud use a mixture of formal/informal assessment, which is both task-based and assignment based

SUMMARY

  • Learners should be aware of assessment measures and success criteria, expressed in a student-friendly format
  • Content knowledge should be assessed using the simplest form of language which is appropriate for that purpose
  • Language should be assessed for a real purpose in a real context – sometimes it will be for form/accuracy, sometimes for communicative competence/fluency

SUMMARY

  • If assessment is orally-based, then WAIT TIME is crucial (thinking and expressing what they tink takes time!!)
  • SCAFFOLDING is not CHEATING. We need to assess what students can do with support, before we assess what they can do without it.

Yüklə 114,34 Kb.

Dostları ilə paylaş:
1   2   3   4




Verilənlər bazası müəlliflik hüququ ilə müdafiə olunur ©azkurs.org 2024
rəhbərliyinə müraciət

gir | qeydiyyatdan keç
    Ana səhifə


yükləyin