Reviewing Progress: 2 Pages of Summary of Assessment

National Institute of Education Methodology Lectured by SOM Mony
2 Pages of Summary of Assessment

After spending time in reading the lesson from pages 80-88, I have learnt some important points in
different parts.
Reviewing progress
To build self-assessment activities into everyday classroom practice, it is important for students to
look back and review their own progress over a period of time. However, reviewing one’s progress is not
an easy task. If students are asked to assess their progress over the past year, without any training or
preparation, it is unlikely that they will be able to do it very well. Reviewing progress needs to be a gradual
and cumulative process, building up to a final, global assessment of progress over a course.
A practical model for carrying out self-assessment is suggested:

4 Students use their answers to the end of term questionnaire to make final conclusions
3 Students use their progress reports to assess the term’s progress
2 At periodic intervals, students review their own progress
1 Students keep records of what happens in class and how they are doing
This involves a pyramid approach. Firstly, the learner diaries and any other records they may have
(eg reading records) can help them complete the periodic progress questionnaires. These questionnaires
can be done at the end of a unit or module of a textbook, at the end of a project or coinciding with
institutional assessment (when the teacher has to produce some kind of report on students’ progress). In
turn these progress questionnaires can be used by learners to help themselves assess their progress over a
school term or the duration of a course.
Revising
Revision activities involve going over work done, identifying problems and weaknesses and learning
or reinforcing language that has been studied.
‘Test yourself’ or ‘self-check’ activities are one way in which students can check their learning of
language and then focus on the problem areas they have. Self-check activities normally focus on the
grammar studied in a particular unit, but they can also check vocabulary and pronunciation. The formats of
these activities are very similar to those used in formal tests. In this way students get practice at doing
tasks which they will do in exams. Task types such as editing, gap-filling, multiple choice, word sequencing
and classification of lexis can all be used. These activities can either be done in class or for homework. In
this way you can get an idea of what problems students still have, and what remedial work is necessary.
Other revision activities with a self-assessment component involve students looking back at their
work and identifying problem areas. For example, students can look through their written work and
identify the five most common mistakes they made.
Student: HOK Linda Major: English Generation:25, Group1

National Institute of Education Methodology Lectured by SOM Mony
Tests
As well as comparing marks from formal assessment with students’ own assessment of their
progress over a period of time, it is important to include an element of self-assessment when giving
feedback about tests. As well as getting students to assess their performance in tests, you can get students
to write the tests themselves, especially tests of grammar and vocabulary. Student-generated tests can also
be used in formal assessment in the following way. First, give students a list of the kind of tasks they can
use (eg gap-filling/word sequencing). Then, individually or in pairs students write their test and answer
sheet. Having collected in all the tests, you can select the best items and write them up on the board. The
advantage of this activity is that students feel much more identified with the assessment process.
Progress questionnaires
Progress questionnaires give learners an opportunity to review their learning over the past few
weeks or months. To be able to do this they should use their learner diaries,their listening, reading
records, written work, compositions, notebook and vocabulary book. They also need to consider their
results in ‘self-check’ activities and tests. The progress questionnaire pulls together all these different
threads to try to give students a global picture of their own progress. When your students have finished
progress questionnaires you can look at them yourself.
Results from self-assessment

Having looked at ways of carrying out self-assessment, we need to think about how we can use the
results from it and how our students’ assessment of themselves can be linked in with our assessment of
them. However, the logical time to link self-assessment with teacher assessment is at the end of a term or
course. If there is time, a counselling session can enable you and students to discuss and compare the two
global assessments. Firstly, the comments on the student’s final report can be negotiated. Secondly, it is
possible to discuss the marks. The student's marks from teacher assessment can be compared with his/her
own self-assessment. In most cases you will find that student marks will be the same as yours or even
lower. When their marks are higher than yours you can ask students to say why they think this is the case.
In conclusion, this systematic approach to self-assessment builds up to a direct participation of

students in the assessment process. As well as providing valuable data for the student, it develops the skill
of self-assessment which is not only valuable in language learning. The ability to carry out self-assessment
should be a broad educational objective at secondary level.
Student: HOK Linda Major: English Generation:25, Group1

Reviewing Progress: 2 Pages of Summary of Assessment

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National Institute of Education Methodology Lectured by SOM Mony

2 Pages of Summary of Assessment

A practical model for carrying out self-assessment is suggested:

Student: HOK Linda Major: English Generation:25, Group1

Results from self-assessment

In conclusion, this systematic approach to self-assessment builds up to a direct participation of

Student: HOK Linda Major: English Generation:25, Group1

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