92-pages-GUIDELINES-FOR-SECONDARY-SCHOOLS-All-Streams-and-Sections

Performance-based assessment: Vocabulary, functions and structures
Assessment of the overall performance is holistic and summative in nature. Learners need to use appropriate
structures, functions and vocabulary to successfully complete a particular performance task. Therefore, they are
assessed on such appropriateness. However, if formative feedback is the goal, you can go ‘analytic’ and design
tests that tap their use of the already- focused upon structures, language functions and vocabulary.
Alternative forms of assessment
Alternative forms of assessment such as the journal, portfolio, projects, self-assessment, and peer-assessment are
integral parts within performance-based assessment.
1. Journal assessment : This is a learner’s own ongoing record of expressions, experiences and reflections
on a given topic.
2. Portfolio Assessment: This is a "purposeful" collection of work that helps to define the learner’s efforts
and achievements in specified area(s) throughout the course.
3. Project Assessment: This assessment measures the learner’s ability in "real life" tasks and situations
4. Self-Assessment: A fundamental component of autonomous learning 53 is the ability to assess one's own
progress and areas that need improvement. Learner self-assessment should be incorporated into every
evaluation process. Learners should be allowed to examine and evaluate their own English language
learning. Below are some tips on how to have learners carry out self-assessment:
1. Have learners self-correct some of the assignments themselves. You may want to randomly collect these
and check for language accuracy.
2. Share the specific evaluation criteria (or rubric) learners should use in assessing various tasks or
assignments. Provide them with criteria checklists that specify what constitutes a good assignment.
3. Provide models of successful products, answers, or performances.
4. Schedule one-on- one sessions to discuss a learner’s progress. Help the learner evaluate his or her own
performance. Encourage learners to apply specific criteria throughout the self-assessment 54 .
5. Peer-assessment
Peer-assessment, formative and summative, is beneficial to learning both for the teacher and the testees. It
encourages learner autonomy. Its drawbacks can be minimized with anonymity, multiple assessors, and tutor
moderation.
53 . See the part on autonomous learning/learning to learn in these guidelines.
54 . It has been argued that learners are most likely to become independent, creative and self-reliant through self-criticism
and self-evaluation.
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