(2) A chain question-answer session
a) Write three questions related to the formative assessment of
speaking and writing that are able to answer after reading this
chapter.
b) Choose a classmate and ask him/her one of your questions. If you
are satisfied with the answer, now it is that classmate’s term to ask
a third classmate a question. The chain continues until all of the
questions are shared and discussed in class.
(3) Paraphrasing
Paraphrasing is an important skill that we frequently use in spoken and
written interactions. Mastering this skill is not easy in our mother
tongues and even more complicated when attempted in a foreign
language. However, it is a skill that foreign language students should
learn and will benefit from using. Paraphrasing training can start with
beginner level students and should continue with progress across the
proficiency levels.
Language Assessment - Theory with Practice
204
Practice corner (2)
Form groups of 4-5 students and work on the following mini-
project:
a) Target learner group
Describe in detail the context and the characteristics of the
language learner group whose paraphrasing skills you are going to
assess (e.g., age, gender, level of proficiency, why they are
learning English, what kind of school they attend, what kind of
equipment is available in the teaching context etc.).
b) Select the material to be paraphrased
=Depending on the level of proficiency of the assessed students,
they can be asked to paraphrase a sentence or a paragraph.
=Following the objectives of the course, students can be asked to
focus more on vocabulary or grammar or both.
=The selected material should be similar but not identical to the
one examined in class.
(iii) Formative assessment task(s)
=Research the relevant literature, and considering the age and
level of proficiency of your students as well as the objectives of
the unit, find the most appropriate classroom formative assessment
tasks for the group.
=Present in detail the topic, aims, and procedures to be followed
before, during and after the assessment task.
(iv) Rubrics
Create formative assessment rubrics that will help you objectively
assess your students’ performance.
Some criteria could be similar in meaning between the original
and reported text, correctness of grammatical structures,
appropriateness of vocabulary, discourse.
Assessment of Language Skills: Productive Skills
205
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