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Pre-recorded Session Featured Presentation (50 minutes)
Oct 16, 2020 09:25 AM - Aug 31, 2021 10:25 AM(Asia/Ho_Chi_Minh)
20201016T0925 20201016T1025 Asia/Ho_Chi_Minh FEATURED SPEECH (SPONSORED BY IIG VIETNAM): Using Self Assessment as a Part of Assessment for Learning

Given the effort required to compose detailed feedback for all students, it is unsurprising that some instructors provide evaluative comments on student work only following the completion of a project or course. Unfortunately, this provides learners with little opportunity to improve from the feedback they receive. By ensuring continuous feedback throughout the learning process, instructors can help learners to recognize the areas on which they need to focus within their course of study. In contrast to the traditional emphasis on teacher-student feedback, one of the strategies of Assessment for Learning (AfL) is to immerse students in an environment of on-going descriptive feedback, where self assessment is an integral part of the process. Students who are engaged in a cycle of formative feedback are equipped with an updating map that continuously recalculates where students are now and where they are going next. The primary objective of the session is to provide attendees with practice in incorporating student self-assessment in their classrooms. Participants will first consider the context of successful formative feedback, including preparing students by clarifying learning expectations and associated rubrics. The audience will then practice playing the roles of student and teacher so as to gain insight into each perspective. In the role of the learner, session participants will use examples of learning expectations and rubrics to practice self-assessment activities. In the role of the educator, participants will use a checklist to evaluate their own approach to providing feedback to their students.

Pre-recorded Session VietTESOL International Convention 2021 convention@viettesol.org
IIG Vietnam joint stock company logo

Given the effort required to compose detailed feedback for all students, it is unsurprising that some instructors provide evaluative comments on student work only following the completion of a project or course. Unfortunately, this provides learners with little opportunity to improve from the feedback they receive. By ensuring continuous feedback throughout the learning process, instructors can help learners to recognize the areas on which they need to focus within their course of study. In contrast to the traditional emphasis on teacher-student feedback, one of the strategies of Assessment for Learning (AfL) is to immerse students in an environment of on-going descriptive feedback, where self assessment is an integral part of the process. Students who are engaged in a cycle of formative feedback are equipped with an updating map that continuously recalculates where students are now and where they are going next. The primary objective of the session is to provide attendees with practice in incorporating student self-assessment in their classrooms. Participants will first consider the context of successful formative feedback, including preparing students by clarifying learning expectations and associated rubrics. The audience will then practice playing the roles of student and teacher so as to gain insight into each perspective. In the role of the learner, session participants will use examples of learning expectations and rubrics to practice self-assessment activities. In the role of the educator, participants will use a checklist to evaluate their own approach to providing feedback to their students.

Assessment Specialist
,
Educational Testing Service
No moderator for this session!
Lecturer
,
School of Foreign Languages, HUSt
Dr. Hong Cao
Lecturer
,
University of Languages and International Studies,Vietnam National University
lecturer
,
Hanoi University of Industry
Academic and Training Manager
,
Sovannaphumi School
teacher
,
Thanh Hoa Ethnic Boarding High School
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