MODULE 4: Evaluation methods

MOTIVATING STUDENTS BY MODIFYING EVALUATION METHODS

"Las clases de inglés se dan una vez por semana, lo que es insuficiente para ayudar a que los estudiantes puedan retener lo aprendido en la clase pues es el único lugar donde pueden estar en contacto con el idioma. Además a la mayoría de estudiantes se les ha enseñado el inglés a través de la memorización de reglas gramaticales y la traducción. No están acostumbrados a aprender el inglés para propósitos comunicativos, por lo que no tienen las habilidades comunicativas básicas ni saben cómo desarrollar estas habilidades." (Lovelock, 2002) (Non official translation)

The quote above could have easily been said by a Peruvian teacher in a Secondary public school in Peru. However, these words belong to Lovelock on his experience as an English teacher in a Japanese university described in the article: Instant Feedback for Learner Training: Using individual Assessment Cards

INDIVIDUAL ASSESSMENT CARDS

In the context aforementioned, Lovelock implemented a system called "Individual Assessment Cards" which consisted of the following:

- Each student wrote their names on it

- At the beginning of each lesson, the students collected their cards, kept it with them during the lesson and give it back to the teacher at the end of it. 

- One side of the card is used to record absences or late arrivals, assignments and test grades, and comments from the teacher.

- The other side of the card is used for continuous encouragement and reinforcement of the use of appropriate learning strategies in class. Some of the learning strategies listed were:

• Speaks loudly, clearly, so that everyone can hear
• Asks questions when he/she doesn't understand
• Routine classroom communication in English
• Participate actively. Doesn't waste time.
• Speaks English, (not mother tongue) for conversation in class, and so forth.

- Students self-manage their own cards ant track their own progress.

SUGGESTION: In the context of COVID-19 and distance learning/teaching, this system could work with the right adaptations to each teacher's group specific conditions. Asking students to keep a record of the actions (the teacher can state or even better in agreement with the students) that can help them practise, apply communication and learning strategies and self-assess this during a specific time could be a great way to encourage learning for communicative purposes. So, when they have the chance to meet-up online the time used can be more effective. This card can be used in many different ways but I think it is of great importance to establish a habit little by little. 

WHAT SHOULD WE CONSIDER WHEN IMPLEMENTING EVALUATING METHODS?

In the article Motivating Students by Modifying Evaluation Methods Fengying mentions:

1. Focus on success and achievement: Build rapport between teacher and students, help students develop positive self-esteem, make learning pleasant, lead to greater effort and success by being observant and giving genuine, well-deserved praise in appropriate ways. To sum up, show appreciation to students.
2. Use objectives- referenced evaluation: Measure students' performance by setting clear assessment criteria. Set realistic and appropriate objectives (relate students' performance to instructional objectives). If teaching activities are effective, most students should be able to meet these requirements and thus experience success and achievement. 
3. Analytic assessment: In contrast to holistic evaluation, analytic assessment points out specific aspects of a student's performance. It requires synthesizing and analysing the facts. The teacher must be able to recognise and acknowledge successful work and find an explain possible causes for unsuccessful work. Like the author, I found my students gaining confidence, showing enthusiasm to practise when they receive specific feedback, and being thankful. 
4. Tolerance of difference: Every student is unique and differs from other students. (Ellis, 1994) Three possible techniques are:

• Diachronic evaluation: tracking each student over time.
• Split method: with attention to the individual and student's strengths and weaknesses
• Dynamic view: showing care for students and giving positive feedback on things they do well

"DO NOT ONLY CHANGE THE WAY YOU TEACH, CHANGE THE WAY YOU EVALUATE / ASSESS STUDENTS. THE LATTER CAN HAVE GREATER IMPACT ON STUDENTS' SUCCESSFUL LEARNING"