Self-assessment technique

The purpose of this activity wass to design an instrument that helped the students self-assess their own performance in the classroom.

Assesment Plan

a) What would you assess?
Linguistic skills
Speaking: the student's ability to describe someone's clothes and daily activities by answering questions, also if they can tell how they feel.
Writing: the learner's skill to write and answer -wh and yes/no questions.
Listening: the Ss' potential to understand and interpret different recordings.
Reading: the learners' understanding from small texts.

Non-linguistic
Values: respect, tolerance, empathy, and responsibility.
Attitudes: punctuality, effort, compromise, and participation.

b) What would be assessed informally?
Students' attitude during the class; the way they behave with others. Their ability to speak, read and listen. The way they compromise with the subject and its assignments. And also, class participation and willingness to work according to the instructions.

c) What would be assessed formally (through tests)? Their grammar accuracy about questions’ structure, vocabulary, and reading comprehension.

d) What would be the weight?
Reading 25%
Writing 25%
Speaking 20%
Listening 5%
Assignments 15%
Attitudes 10%

Assesment

Achievement > failure. In the learning process: assessment, testing and evaluating in the classroom are coexistent to improve the knowledge of the students as a way to determine what they already know and what does the student needs to know. Assessment is designed to demonstrate in a reliable and practical way the performance, progress and discover possible woes our students may have, providing a constructive feedback. Assessment involves monitoring, which is the detached observation about the learning process. Evaluation then, sums up all the factors that are involved in the learning process. Grading is often misunderstood as a synonym of assessment. Through tests, the teacher is able to measure in an accountable manner the results of a student's learning. A teacher needs to keep a constant record of improvement, make the student do self-evaluation and make the student evaluate the teacher. In these terms, a course becomes a more involving experience in which everyone participates, plays with the information in different ways so it becomes more clear. The times of giving a class and applying exams must be behind us. Once the student knows his or her weak points after a test, the grade is given and the opportunity for improvement is lost. Whichever assessment technique we choose in our classroom, is only one aspect of the whole classroom context, therefore it needs to be practical and functional.