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As a language teacher, your goal is not just to impart knowledge but to guide your students on a transformative journey toward fluency. Assessing and tracking learning progress is a dynamic process that empowers both educators and learners, rather than being just a routine task.
In today's language learning blog post, we will explore the significance of assessment in language teaching and provide valuable insights on how to track and assess your students' linguistic development.
Regular assessments enable teachers to tailor instruction to meet individual student needs. Identifying strengths and weaknesses helps educators adapt teaching methods, promoting a more personalized and effective learning experience.
Assessment results can be very useful in motivating students. Even small progress should be acknowledged as it can boost their confidence and encourage a positive attitude towards learning. It is important to share success stories, celebrate achievements and foster a culture of continuous improvement within your language classroom.
Assessment feedback can help students improve their skills by giving them a clear idea of their strengths and weaknesses. Teachers can use this feedback to encourage students to take responsibility for their learning journey and foster a growth mindset that is resilient even in the face of linguistic difficulties.
Embrace a variety of assessment methods to capture the multifaceted nature of language learning. Beyond traditional exams, integrate speaking assessments, project-based evaluations and collaborative activities. This diversity ensures a comprehensive understanding of your students' language proficiency.
Example: Consider assigning projects that involve researching, creating presentations and demonstrating creative expression (like plays or videos) in the target language. Assessing various aspects such as language skills, creativity and critical thinking. Design projects around your class's interests and motivations.
Integrate formative assessments into your teaching strategy. These ongoing evaluations, such as quizzes, class discussions and short writing assignments, provide real-time feedback. For instance, if you notice that your students are struggling with a particular concept, you can use formative assessments to evaluate the effectiveness of your teaching approach and make necessary adjustments.
Example: Conduct regular quizzes, polls or short assessments during class to evaluate students' understanding. Use quick checks to gauge student understanding to adjust teaching methods accordingly. This will help you tailor your teaching methods in real time to ensure effective lesson delivery.
Encourage students to maintain language portfolios. These portfolios can include samples of their written work, recorded conversations and reflections on their language learning journey. Portfolio assessments offer a holistic view of progress and provide students with a tangible record of their achievements.
Example: Conduct periodic portfolio reviews to discuss progress and set goals. Encourage frequent reflection to show learners how far they've come.Ìý
Empower students to self-assess. Encourage reflection on their language skills, setting goals and evaluating their own progress. Self-assessment also fosters a sense of responsibility and independence in the learning process. When students take ownership of their progress, they become more invested in their education and are more likely to achieve their goals.
Example: Provide your language students self-assessment checklists or rubrics for them to evaluate their proficiency and set personal goals.
Use language learning platforms' analytics and progress reports for data-driven decision-making. It's great to help save time and provide reliable and up-to-date reports.Ìý
Example: Using online platforms for assignments, quizzes and collaborative projects with built-in tracking features. Our learning platforms, ÃÛÌÒapp English Connect (PEC)Ìýand MyEnglishLab (MEL), can help you keep track of your students' progress.
Cultural projects are a great way to engage students in the broader context of the language they are learning. These projects could involve researching cultural practices, traditions or historical events related to the language.
Students learn how to navigate cultural nuances, understand diverse perspectives and effectively communicate in different cultural contexts by participating in cultural projects. Such projects help students form a personal connection with the language and bridge the gap between theory and real-world application, making language learning more meaningful.
Example: Assign projects that explore certain cultural aspects of the target language, encouraging a deeper understanding of context. These can be evaluated on how well it's presented, its clarity, and how factually accurate it is.
Peer review is a valuable practice that promotes a sense of community within the language learning classroom. It involves students working together and offering constructive feedback to each other, which leads to the development of their language skills. It creates a collaborative learning environment where students actively participate in the improvement of their peers, learning from one another's strengths and weaknesses.
Students often put more effort into assignments when they know peers will review their work. This increased accountability can lead to higher-quality work and a greater commitment to language learning.
Example: Implement peer review sessions where students provide feedback on each other's written or spoken assignments. Encourage constructive criticism to enhance collaboration and learning. To accommodate shy students, this process can be anonymous.
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Assessing and tracking language learning progress is integral to effective language teaching, requiring continuous interaction between educators and students.
By utilizing diverse assessment methods and fostering a culture of constant improvement, language teachers play a vital role in guiding their students toward linguistic fluency. Helping language students celebrate their successes and overcome challenges helps them to be not only proficient speakers but also lifelong language enthusiasts.
Are you an English teacher preparing for assessments? Check out our postÌýMotivating your students through assessment.
As well as our learning platforms, PECÌýand MEL, we offer various English assessments and courses to help track your learner's progress and to certify their English level, so make sure to explore our range to find the best solution for your students.ÌýÌý
Have you considered studying abroad? Moving to Canada to study? With more than 100 world-class universities across the country, there’s good reason to. From coast to coast to coast, it offers many international students a safe and supportive learning environment and the opportunity to work after graduation.
Want to learn more? In this guide, we cover ten things you should know about studying in Canada:
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The CEFR describes A1 and A2 learners as ‘basic users’ of a language. So how can we help these students to develop their English for the workplace?
Here are our six top tips:
Learning English vocabulary for work context is the top priority for many low-level learners in business English classes. It helps them to communicate their message in a simple, effective way. This makes it important to teach common words and set expressions for everyday work situations.
These include:
Teach vocabulary items in realistic contexts. For example, phone calls, to-do lists, short emails, text messages etc.
While it might be tempting to give students lots of vocabulary to memorize, this can cause overload, be frustrating and ultimately demotivating for learners. Instead, you should aim to present eight to ten new words in a lesson as a general rule. This is an achievable number for working memory and helps to build learners’ confidence. The number of words can be a little higher if items are easy to show in images or there is repetition; for instance, the numbers 20 to 100.
Have students make simple decisions about new words, as this helps with recall later. Start with simple tasks, such as matching words and pictures or verb and noun collocations they’ve seen in a short text (for example, managing a team, call customers, writing emails, etc.). Next, ask students to complete sentences using the target words and write their own sentences using these words.
Getting students to personalize new vocabulary makes it more memorable, for instance writing sentences describing their work routines. Repetition also aids long-term memory, so make sure vocabulary is recycled in the materials in later lessons.
Finally, make a list of vocabulary games to use for revision exercises, warmers and to finish classes.
Learners need to develop their English-speaking skills for work. The classroom is a safe, low-stakes environment for them to gain fluency and confidence.
Use the audio and video scripts of short dialogues or an extract from a longer script. Students read the dialogue aloud in pairs or groups. Give feedback by drilling the stress and rhythm of any words or phrases which were difficult with the whole class. Back-chaining phrases – starting with the last sound and building up going backwards – is an excellent way to drill. Get students to swap roles and repeat the task.
You can also use another technique called disappearing dialogue. Put a short dialogue on the board for students to practice in pairs. Then delete parts of the dialogue and ask them to repeat the task, swapping roles each time. Gradually delete more parts to increase the challenge. Students can reconstruct the dialogue as a final task.
Moreover, surveys, questionnaires, true/false games, and information-gap exercises are ways to practice speaking in English, target structures, and vocabulary.
Younger learners may find speaking in English comes easily to them, more so than reading and writing. However, they need to be well-prepared and familiar with what they have to do in order to be successful in an exam. Let’s look at a few ways we can prepare our students for the International Certificate Young Learners (PEIC YL) oral test and have fun along the way!
The PEIC YL oral test includes two speaking tasks that have an emphasis on real-life communication. Throughout the four levels, the format of the speaking tasks remains the same, with questions and topics suitable for each level and age group.
Learners take the oral test in groups of five, with one examiner, who gives instructions and assesses the learners.
For both parts of the test students are assessed on their vocabulary, grammar, and pronunciation.
There are lots of ways in which you can prepare your learners for the test in class. The game-like format of the speaking test makes practicing the tasks an ideal end-of-lesson activity. Here are a few ideas:
Playing board games will allow learners to get used to the functional language they will need to play games, e.g. "It’s your turn" / "Where’s the dice?".
It will also give them plenty of practice in counting the squares in English, which they are expected to do in the test. You can use traditional board games designed for English language learners or make your own.
Include questions on familiar topics such as family, clothes, or vacations.
Young learners love to make things so why not have them make their own board games and cards? Put students in groups to make a board game for the other groups to play. You can provide a board template, have them write questions, and draw pictures in the squares.
Make sure you have students write a rough draft of their questions first so that you can check for any errors. It can be helpful to write example questions and prompts on the board as a guide, e.g. 'What (sports) do you play at school?' 'How often do you …?'. Depending on the level, students will need to include questions in a variety of present/past/future tenses.
To prepare for the short talk, give students plenty of practice at speaking for one minute. One way of making this more engaging is by having the students choose their own topics by talking about pictures they have drawn or taken.
If students have mobile phones, you can ask them to choose a photo from the gallery and discuss it with a partner. If mobile phones are not an option, have them bring in some photos from home. These could be pictures taken on vacation, birthday parties, or at other celebrations.Ìý
You could also write a list of topics on the board, have each student choose one, and draw a picture to illustrate it.
The key to good test preparation is to make it a part of your regular lessons, rather than something you do in just the weeks before the test. The more familiar your students are with the tasks, the more relaxed they will be on the day of the test.
