Microsoft Word language assessment theory with practice

*Teacher-Student interactions
Note: This type of activity is more appropriate for eliciting more 
controlled output (e.g., when the T asks the questions and wants Sts to 
focus only on giving directions).
 
*Student-Student Interactions
Note: The T provides the instructions and monitors Sts’ performance, 
but as in real-life interactions, Sts have more freedom to create their own 
utterances and follow an order of questioning that they find suitable.
 
*Group work
Note: For best results, there should be a maximum of four students in 
the group, and their roles should be clearly defined and explained before 
the activity begins. The T is responsible for presenting the rules and 
monitoring the Sts, but in most of the interactions, s/he is expected to 
only observe and record them. Both asking and giving directions are 
exchanged between students. 

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Language Assessment - Theory with Practice
178 
Background 
and 
Procedures: 
*Students have been learning how to ask for and give directions. Now it 
is time to determine their level of development and knowledge of the 
topic. 
*The T decides that the most appropriate type of exercise is pair work 
and asks students to choose partners with whom they will to write and 
act out role-plays. 
*Students are told that they will have to prepare two role-plays between a 
tourist and a local guide or a person who knows the city, neighbourhood, 
sightseeing places, etc. 
*The T also tells Sts that their role-plays will be recorded, and they will 
have a chance to watch the recordings and evaluate themselves later. 
*In Roleplay 1, S1 will to be the tourist, and s/he will ask for directions 
while S2 will be the local person. In Roleplay 2, students will switch 
roles.
*Tourists can ask three questions in total (e.g., both requests and 
clarifications). 
*Students are also given a sheet on which the assessment criteria are 
listed and explained in a language suitable for their age (see Example 
3b). 
*Students are given 10-15 minutes to prepare the role-plays (e.g., to jot 
down ideas related to their dialogues, check some vocabulary items and 
practice). 
*Then, students are asked to act their role-plays in front of the class 
while the teacher video records them. 
*After completing all role-plays, the teacher uploads them to the 
students’ laptops/the school learner management system. 
*Students are given the Self-Assessment Sheets (i.e., Example 3b) and 
asked to watch and evaluate their performances using the listed criteria. 
*When the students are done filling in the self-assessment forms, the 
teacher collects them and uses the information to plan his/her further 
lessons. 
Note: If there are no recording facilities in the schools and/or students 
do not have personal computers, the teacher asks students to try to 
remember and reflect on their performance.