Assessment procedure

Assessment procedure

Design Stage

This is an achievement test. It was applied weekly during Special Didactics’ summer classes 2015, with the 8° semester English students. They needed to design and apply an strategy or activity related to the content discussed in the previous class.

The elements assessed were related, mostly, to their speaking skill, although the other macro skills were considered taking into account the nature and resources of the activity they applied. Aspects related to the content used and inter and intra personal skills were also taken into account. The assessment sheet stated as follows:

After a topic was explained in class and modelling activities were applied, students were asked to elaborate and apply a strategy or activity related to the content taught (all topics were related to EFL teaching). They were given the guidelines (the above aspects plus some written instructions on a spreadsheet) and a time frame (no more than 15 mins per group, with 5 mins for questions from the audience or teacher).

Application Stage

There was a total of 6 times when the assessment sheet was used with the topics related to: Icebreakers and warm ups, ages and levels of students, teaching speaking and listening, teaching reading and writing, assessment and positive feedback, and the final presentation.

The first time the instrument was applied (icebreakers and warm ups) was on an entirely formative level, in which the students tried their hands with the procedure of the class, as well to make them acquainted with the evaluation process. At the end of each participation, the students were given a feedback, emphasizing the positive aspects first, and then pinpointing the portions they should work a little bit more. Questions were answered and students approved the structure of the assessment sheet as it encompassed a complete set of aspect that helped to achieve the goal of the subject.

This procedure was repeated each week during the activity’s presentation period. As time passed, the students’ questions were fewer, as well as the aspects to be improved. By the 5^th week (assessment and positive feedback), the teacher gave the rubric to students to be fulfilled in a peer evaluation. It was a success as students presented a complete assessment of their partners, stating the positive aspects, as well as the not so good aspects to still be improved. They considered this activity as an excellent practice to be applied constantly, but not with so many aspects, and not with more than 15 students per class. This technique was used again with the final presentation, in which the peer evaluation was considered in order to grade the activity.  

Reflection Stage

I liked the way this type of assessment went, because it really shows the progress of each student and group during the whole course. It is arduous to fill every single descriptor, but worth it; especially during the first couple of times in which students were still trying to grab the concept that evaluating is not to point out every single bad thing they do.

For following applications, I will try to create an actual rubric, particularly if the group is too big, as the time is going to be more limited and restricted; also because the feedback given is as important as the time the students may have for their activities, as it is the opportunity for them to improve.

I would like to reinforce the concept in my students that teaching, evaluating and assessment can be done with the same strategy, and because of that, they can also improve as students as well as future teachers.