Assessment of Language Skills: Productive Skills
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(ii) Tailor-made Feedback as Part of Formative Assessment
When feedback is given as part of formative assessment, the aim is to
help students identify the gaps between the intended goals and their current
skills, knowledge or understanding (Boston, 2002; Sadler, 1989). Therefore,
the feedback should be tailor-made (i.e., it should include specific
comments related to each of the evaluated criteria)
and should consist of
student-specific suggestions for improvement (Bangert-Drowns et al., 1991;
Elawar & Corno, 1985). Observation sheets (see Example 2a), checklists,
video or audio recordings of students are some tools that teachers can use to
provide formative assessment feedback.
Example 2a: Observation Sheet as FA Tool
Level:
B1-B2 (Grade 8) [Note: The formative assessment
exercise was designed for
Grade 8 students, but Observation sheets can be used with all proficiency levels.]
Topic:
Discussing chores
“What are our usual responsibilities as a family” vs “What we did at the
weekend”
Aim(s):
*To check whether
or not Sts use the affirmative, negative and interrogative
structures correctly in Simple Present Tense and Past Tense
*To uncover whether or not students use the chores expressions correctly (e.g.,
match the verbs ‘do’ and ‘make’ with the chores:
do the laundry/ironing vs
make the bed/a to-do list; know which chores are combined with other verbs:
dust the furniture, load the dishwasher, mop the floor, take out the garbage,
vacuum the carpet)
Type of
Activity:
Dostları ilə paylaş: 
