Unit 19 - Assessment & Feedback
In Unit 19, you will learn about assessment & feedback. Please work your way through the video and reading before tackling the unit quiz. You may progress once you have completed all parts.
Part 1
Part 2
Part 3
Part 4
Please read the text in full before moving on
Please watch the review videos and complete any activities before doing the quiz
Review
Flow 1: Evaluation and Feedback - Writing Assessment Lesson
You're teaching an intermediate class and planning to assess their writing skills through a paragraph writing task about their favorite holiday destination. You need to implement proper evaluation and feedback procedures throughout the lesson. Your students have been practicing descriptive writing and using past tense forms. As you begin the lesson, you realize you need to establish clear assessment criteria and ensure students understand what constitutes successful completion. You want to use a rubric-based approach that focuses on specific sub-skills while providing meaningful feedback. How do you best introduce this writing assessment lesson?
You've successfully introduced the rubric with clear criteria and examples, and students understand the expectations for their writing task. They're now working on their first drafts about holiday destinations. As you monitor their progress, you notice varying levels of ability and different types of errors emerging. Some students are struggling with idea development while others are making grammar mistakes with past tense forms you've taught. You want to provide appropriate feedback during the writing process while maintaining student ownership of their learning. How do you best provide formative feedback during the writing stage?
Your formative feedback approach is working well, with students taking ownership of identifying and improving their own work. They've completed their first drafts and you want to implement peer evaluation as part of the assessment process. You need to structure the peer review session so students can provide meaningful feedback to each other while focusing on specific aspects of the rubric. The peer evaluation should complement your assessment approach and help students develop critical evaluation skills. How do you best organize the peer evaluation stage?
The peer evaluation session was successful with students providing constructive feedback on idea development using your guiding questions. Students are now working on their second drafts, incorporating peer feedback and their own revisions. As they complete these improved versions, you're preparing to provide teacher feedback before the final evaluation. You want to ensure your feedback is fair, honest, and focused on the assignment's learning objectives while avoiding over-correction. How do you best provide teacher feedback on the second drafts?
Your targeted teacher feedback has been well-received, and students are now preparing their final drafts using your suggestions. They understand which areas to focus on for improvement and feel supported rather than overwhelmed by correction. As students complete their final versions, you're ready to conduct the formal evaluation using your established rubric. You want to ensure the assessment is objective, fair, and provides meaningful information about student progress. How do you best conduct the final evaluation of their writing?
You've completed the formal evaluation using your rubric and provided specific feedback linked to each criterion. Students have received their graded work with clear explanations of their strengths and areas for improvement. As you return the assessed writing, you want to help students understand their results and use the feedback for future learning. You also need to reflect on the assessment process to inform your future teaching and evaluation practices. How do you best conclude this evaluation and feedback cycle?
Excellent! You've successfully implemented a comprehensive evaluation and feedback cycle!
Your secret classroom object word is: RUBRIC
You demonstrated excellent understanding of assessment principles, rubric design, formative and summative feedback, peer evaluation, and reflective teaching practices.
Flow 2: Evaluation and Feedback - Speaking Assessment with Role-Play
You're conducting a speaking assessment using role-play scenarios where intermediate students practice making restaurant reservations and ordering food. You need to evaluate their speaking skills while providing meaningful feedback that supports their learning. The assessment should focus on specific speaking sub-skills including pronunciation, fluency, vocabulary use, and task completion. As you prepare for this speaking evaluation, you realize you need clear criteria and a systematic approach to ensure fair and objective assessment. How do you best establish the evaluation framework for this speaking assessment?
You've established a comprehensive rubric with clear criteria for evaluating speaking performance. Now you're ready to begin the role-play assessments with students taking turns as customers and restaurant staff. As the first pair begins their performance, you need to balance your roles as evaluator and facilitator. You want to maintain the authentic communicative nature of the task while gathering assessment data systematically. You also need to decide how to handle errors and difficulties that arise during performance. How do you best conduct the speaking assessment while maintaining fairness and authenticity?
The speaking assessments are proceeding well with students engaging naturally in their restaurant role-plays while you gather systematic evaluation data. You've observed varying performance levels and noted specific strengths and areas for improvement for each student. As you continue with more pairs, you notice some students waiting their turn are becoming anxious about their upcoming performance. You want to maintain a supportive atmosphere while ensuring the assessment remains valid and reliable. How do you best manage the assessment environment to support all students while maintaining evaluation integrity?
You've successfully managed the assessment environment and completed evaluations for all student pairs. Your systematic note-taking using the rubric has provided detailed information about each student's speaking performance across the different criteria. Now you need to analyze your assessment data and prepare meaningful feedback that will help students understand their performance and identify areas for improvement. You want to ensure your feedback is constructive, specific, and actionable. How do you best process the assessment results and prepare feedback for students?
You've analyzed the assessment data systematically and prepared detailed, constructive feedback for each student based on the rubric criteria. Your feedback includes specific examples from their performances and concrete suggestions for improvement. Now you're ready to provide this feedback to students in a way that maximizes its learning value. You want to ensure students understand their results, feel motivated to improve, and can use the feedback effectively for future speaking development. How do you best deliver the speaking assessment feedback to students?
The individual feedback conferences have been highly successful with students understanding their assessment results and feeling motivated to improve their speaking skills. They've received specific, actionable feedback and set personal goals for development. As you conclude this speaking assessment cycle, you want to reflect on the evaluation process and use your observations to inform future teaching and assessment practices. You also want to help students understand how to continue developing their speaking skills independently. How do you best conclude this comprehensive speaking evaluation and feedback process?
Outstanding! You've successfully implemented a comprehensive speaking assessment and feedback system!
Your secret classroom object word is: STOPWATCH
You demonstrated excellent understanding of speaking assessment principles, rubric-based evaluation, systematic observation, constructive feedback delivery, and reflective teaching practices.
We have introduced a fully automated, tracked system, as shown immediately below. Our new-style ‘login course’ assessments are now standard for new students. Note that only logged in users can access quizzes, so below is solely for demonstration purposes.
