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Pre-recorded Session Featured Presentation (50 minutes)
Oct 16, 2020 09:25 AM - Nov 16, 2020 10:25 AM (Asia/Ho_Chi_Minh) Switch to local time
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.

Educational Testing Service
Assessment Specialist
No moderator for this session!
School of Foreign Languages, HUSt
Lecturer
Dr. Hong Cao
University of Languages and International Studies,Vietnam National University
Lecturer
Hanoi University of Industry
lecturer
Sovannaphumi School
Academic and Training Manager
Thanh Hoa Ethnic Boarding High School
teacher
+ 90 more attendees. View All
Download Presentation Submitted by Pablo Garcia Gomez
Mr. Pablo Garcia GomezAnd one more thought, it was unfortunate that we couldn't unfold a lager variety of self-assessment tools given the time limitations but we hope that this presentation inspired teachers to learn more about and try self assessment in the classroom.
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Mr. Pablo Garcia GomezAlso, we like the idea that we can build on a given self-assessment tool and use it throughout a cohort of students and courses
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Mr. Pablo Garcia GomezA few thoughts: Research shows that we can be more intentional about self assessment in a number of ways
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Mr. Pablo Garcia GomezSomeone asked us what we learned from planning/ preparing for this presentation...
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Mr. Pablo Garcia GomezGlad you found it useful!
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Mr. Kyaw Htet PoThank you, Teachers. This is really useful.
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Mr. Pablo Garcia GomezHello James. The video is 41 minutes long.
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Prof. James RushHow far along is the original video? (Currently I am at 6 min but I came into the session late.
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Mr. Somphong SengphachithGood morning i am from Laos
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Mr. Dara HengHello from Siem Reap Angkor, Cambodia
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Ms. Hanh LeHello from Hanoi:)
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Ms. Bui Thi Lienhello everyone
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