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TASK 3: Alternative Forms of Assessment, Grading, Feedback and Reporting…

- - - - Brown, H. D. (2010) Language Assessment: Principles and Classroom Practices (2nd ed.) New York: Pearson/ Longman.
      - Hilliard, P. (2015) Performance-Based Assessment: Reviewing the Basics. Retrieved from https://www.edutopia.org/blog/performance-based-assessment-reviewing-basics-patricia-hilliard
      - Wong, E. (2019) Advantages and Disadvantages of Performance Based Assessment. Retrieved from https://idoc.pub/documents/advantages-and-disadvantages-of-performance-based-assessment-qvnd0jdeog4x
- - - - The teacher defines expectations for a task, but also explains each criterion that would be used in the self-assessment.
    - - Students come up with initial drafts of the task given, e.g., an essay, and continually monitor their own progress on their assignments by making comparisons between their performance against the expectations, and if they find that they have not met the standard, they can write short notes to remind themselves to make changes when writing their final drafts (Andrade & Valtcheva, 2009).
    - - Students use the feedback to aid in their revision. Thus, students come up with a final self-assessment, which can be compared with those of their peers and the teacher.
    - - It can record the development of evaluative and
        critical abilities of students.
        
        It can foster students’ affective domain of
        ownership for their own learning. When
        students self-assess their own work,
        they take responsibility of their own
        learning which is important in language learning.
        
        It will help them to monitor their language performance and progression.
    - - Narrative feedback rests both on a description and analysis of what the student is doing well-so that it can be documented and celebrate- as well as what the student should to to improve as a part of revision or application on future work
      - Benefits
        
        The feedback given validate students work on a personal level and a sense of direction towards improving their learning in ways that grades cannot.
        
        Provide an honest and detailed assessment to every student we work with, along with guidance as to how each individual can progress in light of goals and objectives
        
        Offers a holistic and durable framework for unpacking the complexity of evaluating student work in our classrooms as well as offer a means to guide individual students towards improving their work across a range of academic disciplines and levels
  - - - Increased practicality and reliability while maintaining washback.
        
        Teacher time is minimized
        
        Uniform measures are applied across all students
        
        Students responds with his or her own goals (in light of the results of the checklist and teachers comment)
  - - - Help learners to become more aware of what they are learning as well as how they are learning it
      - Providing learners with a set of clearly defined learning goals
      - Learners will feel the ownership of the assessment and are, therefore, more motivated to learn.
      - Experiencing a new assessment method