ENGLISH TEACHING I, WK. 7 2-2025

English Teaching I
Week 7

Evaluation and Assessment

Today's class

1. Test feedback

2. Classroom assessment and evaluation

3. Assignments for next class

Open Ended

Think about a time you were assessed in school. How did it make you feel? What made it memorable?

Important concepts from the readings

Assessment and Evaluation

•Broader concept

•Collecting and interpreting information for making decisions about the effectiveness of a particular program.

​Evaluation

•The act of collecting information and making judgements on a language learner’s knowledge of a language and ability to use it.

•Makes use of sistematic and substantially grounded procedures

•Individual student learning

•Validity and Reliability

​Assessment

​Why do we evaluate?

•Make decisions for individuals, programs and other stakeholders.

•Select individuals, place them into an appropriate course

•Make changes in instruction

•Predict future performance

•Make changes in educational programs

•Formulate new research questions

•Modify the understanding of a specific language phenomenon.

•When students are not aware that they are being assessed.

•Continuous

•Instantaneous

•Cyclical

​Implicit

•Occurs when the teacher clearly announces the assessment.

•It can be either formative or summative

•Clearly distinct from teaching

•Move to the next level or review the current topic

​Explicit

Types of Assessment

•When students are not aware that they are being assessed.

•Continuous

•Instantaneous

•Cyclical

​Informal

•Occurs when the teacher clearly announces the assessment.

•It can be either formative or summative

•Clearly distinct from teaching

•Move to the next level or review the current topic

​Formal

Types of Assessment

•It takes place during learning

•It is aimed to help teaching and learning by giving appropriate feedback

•Ongoing multi-phase process

•Two purposes:

•Selecting or modifying learning procedures

•Choose the best remedies for improving weak points

​Formative

•What students learned during a course

•Usually done at the end of the semester

•It shows what objectives have been accomplished

•(-) lacks feedback or any suggestion to improve performance

​Summative

Types of Assessment

​Effects of Formative Assessment

•Students look for ways to be the “top student”

•Using a variety of assessment techniques would enhance student success

•Self and peer assessment should be encouraged

•Research shows that formative assessment fosters motivation in students and also helps them realize what needs to be changed or done.

Match

Match the characteristic to the type of assessment.

• Systematically planned, happening at a specific time.

• Occassional and unplanned comments and feedback

• SHows what objectives have been accomplished

• Happens during learning

• Teacher clearly announces it.

Formal Assessment

Informal Assessment

Summative Assessment

Formative Assessment

Explicit Assessment

• Formal Assessment

• Informal Assessment

• Summative Assessment

• Formative Assessment

• Explicit Assessment

​How evaluation has evolved...

​How can we assess our students?

Guided Exploration Activity

​Instructions

1. Your group will be assigned one assessment type.

2. As a group, discuss and complete the following tasks:

   • 📚 Define your assigned assessment type in your own words

   • ✏️ Give one classroom example (from a language teaching context)

   • ⚠️ Identify one common challenge teachers may face when using this type

   • 💡 Suggest one practical solution to improve its effectiveness

3. Share your findings back in the main room.

Assessment Spotlight - Case Clinic and Critique

Analyze a real-world classroom scenario and practice rewriting feedback using formative assessment principles.

Scenario: "The Red Pen Replay"

Ms. Vega assigns an intermediate-level writing task in which students describe their dream job using comparatives and persuasive language. After collecting the work, she returns each piece with marks in red ink highlighting grammar mistakes, a score out of 10, and this comment:

“Watch your verb tenses. Proofread more carefully next time.”

Students look at their papers briefly, then tuck them away. In the next class, no time is allocated for follow-up or revision. When asked about the task, one student shrugs and says,

“I guess it was just for a grade.”

1. Read the scenario together and discuss the questions.

2. As a group, rewrite the feedback Ms. Vega gives according to the guidelines.

3. Discuss how you would create space in the next class for students to reflect and build on that feedback.

4. Be ready to share one improved feedback version and a quick idea for follow-up.

​Instructions

​Video Analysis

• What do you think the alien learned by the end? What kind of feedback did he get—and how did it affect him?”

Open Ended

What do you think the alien learned by the end?

What kind of feedback did he get—and how did it affect him?”

Exit Ticket
Final Reflection

Poll

1. What best describes your view of assessment after today’s session?

• A necessary tool to evaluate student success

• A flexible process to support learning and growth

• A mix of pressure and progress

• Something I still have questions about

Poll

In your future classes, which feedback approach would you most like to strengthen?

• Giving clearer, more specific praise

• Offering actionable next steps

• Creating time for reflection and revision

• Encouraging peer or self-assessment

Poll

Which classroom moment best represents formative assessment to you?

• A student reflecting on their own work

• A teacher adjusting an activity mid-lesson

• A peer giving feedback during a task

• All of the above

Assignments for next class

Units 7 and 8 are open.
Unit 7 closes on July 1st
Unit 8 closes on July 8th
Unit 9 opens on July 1st

​ED Units

Grammar Translation Method
The Direct Method
Silent Way
Suggestopedia

​Read

Assignments for next class