Oral Competence Through Formative Assessment Education Essay

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"When the cook tastes the soup, that's formative. When the guests taste the soup, that's summative."

Summative assessment is typically taken towards the end of the course to provide a measure of how well the student has succeeded. Formative assessment, which is intended to enhance teaching and learning, can help to aid students in improving their learning progress and process rather than place emphasis on the end result. It also can adjust teaching to satisfy students' various needs and improve teaching quality.

Applying formative assessment to college oral English teaching can effectively make up for the disadvantages of traditional assessment system and improve students' independent learning ability. Formative assessment can provide immediate feedback to oral English teaching and the teacher can use the feedback to monitor students' learning process.

An effective assessment requires both the teacher and students to devote themselves into assessment. From the teacher's assessment, they can identify the students' weaknesses and adjust teaching so as to make the classroom instruction more effective. When students assess their own and group members' performance in the oral activities according to the criteria, they can see the necessity of improvement and possibility of progress, and they can reflect on their learning and find out their problems.

ACTIVITY OVERVIEW

Start by introducing the traveling topic and asking them what their favorite place they have visited is. Then, ask them for a list of things that happens when you go to a place of interest and create a travel brochure in groups. Next split them in groups of 3 or 4 with these scenarios between a tour guide and two tourists visiting a place of interest. Lastly, students perform the role play in groups and conduct their oral activity in front of the whole class.

ACTIVITY ASSESSMENT RUBRICS

LEVELS OF QUALITY CRITERIA:

4Excellent 3Proficient 2Adequate 1Limited

Rubric for Travel Brochure Design

ORGANIZATION

4___The brochure has excellent formatting and very well organized information.

3­­­___The brochure has appropriate formatting and well-organized information.

2___The brochure has some organized information with random formatting.

1___The brochure's format and organization of material are confusing to the reader.

IDEAS

4___The brochure communicates relevant information appropriately and effectively to the intended audience.

3___The brochure communicates relevant information appropriately to the intended audience.

2___The brochure communicates irrelevant information, or communicates inappropriately to the intended audience.

1___The brochure communicates irrelevant information, and communicates inappropriately to the

intended audience.

CONVENTIONS

4___All of the writing is done in complete sentences. Capitalization and punctuation are correct throughout the brochure.

3___Most of the writing is done in complete sentences. Most of the capitalization and punctuation are correct throughout the brochure.

2___Some of the writing is done in complete sentences. Some of the capitalization and punctuation are correct throughout the brochure.

1___Most of the writing is not done in complete sentences. Most of the capitalization and punctuation are not correct throughout the brochure.

GRAPHICS

4___The graphics go well with the text, and there is a good mix of text and graphics.

3___The graphics go well with the text, but there are so many that they distract from the text.

2___The graphics go well with the text, but there are too few.

1___The graphics do not go with the accompanying text or appear to be randomly chosen.

Assessments used in the Role-Play activity formatively: Self, Peer and Teacher's Assessment.

Self Assessing

Self-assessment is an essential component of formative assessment. In this activity, students are required to assess their own performance in classroom oral activities. Teacher sets down the assessment items and methods, and then students assess their own performance. In the self-assessment, not only the strengths, but also the weaknesses should be recorded. Students can reflect their study process, and they can gradually realize their progress and insufficiencies of study, so that they can improve their study and self-assessment ability.

Peer Assessing

Peer-assessment is an important complement to self-assessment. Within the group, while the students cooperate to fulfill the tasks, they assess their group member's performance according to the scoring criteria as well. This process enables them to learn from each other. Students are required to record their peer-assessment after the role play. The whole class can participate in the assessment process, so they can put forward more suggestions and advises, and can enrich the content of assessment. Peer-assessment and self-assessment can help students understand how their oral ability might be improved.

Teacher Assessing

Teacher gives remarks to students' performance according to assessment criteria, and points out the strengths and weaknesses of their performance. The information can be used to guide and adjust teaching. Teacher can assess students' performance in class so that the whole class can assess students' performance face to face so that the assessment is more pertinent.

Rubrics for Role-playing

Part 1

Self-Assessment : Evaluate yourself honestly based on the following criteria:

I clearly understand the task.

4__Always 3__Often 2__Sometimes 1__Rarely

I use my strengths to enhance the role play.

4__Always 3__Often 2__Sometimes 1__Rarely

I do my share of the work to complete the role play.

4__Always 3__Often 2__Sometimes 1__Rarely

I listen carefully to other group members' ideas.

4__Always 3__Often 2__Sometimes 1__Rarely

I think aloud by explaining step by step how to complete the task.

4__Always 3__Often 2__Sometimes 1__Rarely

I challenge each other's reasoning and search for new information and understanding.

4__Always 3__Often 2__Sometimes 1__Rarely

I am proud of my contribution to the role play.

4__Always 3__Often 2__Sometimes 1__Rarely

I learn something meaningful during this role play.

4__Always 3__Often 2__Sometimes 1__Rarely

Part 2

Peer Assessment: Evaluate each member of your group honestly based on the following criteria:

EFFORT (motivated to do well at task)

4___Highly motivated

3___Motivated to do well

2___Not overly motivated

1___Very little effort

COOPERATION (shared workload, accepted suggestions)

4___Cooperated with everyone

3___Cooperated most of the time

2___Trouble cooperating some of the time

1___Highly uncooperative with others

ON TASK (stayed focused without reminders)

4___Always focused

3___Quite well focused

2___Sometimes off task

1___Often off-task

SUPPORTIVE (helped and encouraged other group members)

4___Always helped and encouraged other group members

3___Often helped and encouraged other group members

2___Sometimes helped and encouraged other group members

1___Rarely helped and encouraged other group members

Part 3

Teacher's Assessment

Name: ______________________________ Date: _____________________

Activity: ________________________ Role played: _____________________

Participation in Preparation and Presentation

4___Always willing and focused during group work and presentation.

3___Usually willing and focused during group work and presentation.

2___Sometimes willing and focused during group work and presentation.

1___Rarely willing and focused during group work and presentation.

Presentation of Character

4___Convincing communication of character's feelings, situation and motives.

3___Competent communication of character's feelings, situations and motives.

2___Adequate communication of character's feelings, situation and motives.

1___Limited communication of character's feelings, situation and motives.

Achievement of Purpose

4___Purpose is clearly established and effectively sustained.

3___Purpose is clearly established and generally sustained.

2___Purpose is established but may not be sustained.

1___Purpose is vaguely established and may not be sustained.

Use of Non-Verbal Cues (voice, gestures, eye contact, props, costumes)

4___Impressive variety of non-verbal cues is used in an exemplary way.

3___Good variety of non-verbal cues is used in a competent way.

2___Satisfactory variety of non-verbal cues used in an acceptable way.

1___Limited variety of non-verbal cues are used in a developing way.

Imagination and Creativity

4___Choices demonstrate insight and powerfully enhance role play.

3___Choices demonstrate thoughtfulness and completely enhance role play.

2___Choices demonstrate awareness and developing acceptably enhance role play.

1___Choices demonstrate little awareness and do little to enhance role play.

Comments:

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