Microsoft Word language assessment theory with practice

 
Formative assessment: 
(i) Self-assessment: T sends the Report evaluation rubrics to all Sts and 
asks them to read and, if needed, to revise their reports.
Sts self-assess their work, using the assessment rubrics, and when they 
are convinced that their reports reflect all the points in the Rubrics, they 
send them to their “Coping with Tornadoes/Floods/Earthquakes” 
group members. 
(ii) Group assessment: Using the Rubrics provided by the teacher, 
every student in the “Coping with Tornadoes/Floods/Earthquakes” 
group is asked to read all other group members’ reports and provide 
feedback related to each of the criteria.
Learning point: Establishing the groups early in the year and keeping 
them as they are throughout the term/year builds trust and rapport 
among students and provides a stable and supportive learning 
environment (Nicol & Macfarlane-Dick, 2006; Yang & Carles, 2012) 
(iii) Sts are asked to read their group mates’ comments and revise their 
reports once more. 
Learning point: Offering opportunities for learners to submit drafts 
enables them to benefit from the (teacher or/and peer) formative 
feedback and encourages them to improve (Juwah et al., 2004). When 
students submit a draft and receive timely formative feedback, they 
have time to take actions, recheck the rules, learn from the provided 
comments and expand their skills. In contrast, summative grades given 
to learners after evaluating their final submission are not feedback but 
just marks that often do not carry any meaning. Therefore, summative 
grades are unable to encourage learners to improve their learning. 

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Assessment of Language Skills: Productive Skills
201 
Week 3: Disaster Survival Educational Materials
Students work on and complete their disaster survival educational 
materials.