Educators use assessment and evaluation to help their students build lifelong learning skills. Borden and Zak Owens (2001) declared that assessment provides feedback on knowledge, skills, attitudes and work products for the purpose elevating future performances and learning outcomes.
By establishing learning objectives, assessment methods are used to measure selected learning outcomes to see whether or not objectives have been met for the course of program. It can be done in four splendid stages. 1. Establish Learning Goals: Establishing clear, measurable expected outcomes of student learning. 2.
It provides students with the hands-on learning experience. Vernon explains, “Grammar games help children not only gain knowledge but be able to apply and use that learning” (Vernon, 2006). The method of teaching students grammar through writing is another useful strategy. Through writing students can learn how to apply their grammar knowledge and learn from it. In my Pedagogical grammar class this is one of the methods my teacher used.
USE QUESTIONING AND FEEDBACK TO CONTRIBUTE TO THE ASSESSMENT PROCESS UNIT 2, 6.4 LITERATURE REVIEW Harlen explains that there are two main reasons for assessing students: to help their learning and to report on what they have learned. He argues that researchers typically discuss these reasons as different purposes for assessment and “mistakenly as different kinds of assessments that are somehow opposed to one another” (Harlen, 2007b). How can they achieve the aim? When learners know and understand these principles, the quality of learning will improve. Sharing this information with my learners will promote ownership of the learning aims and a sense of shared responsibility between me the teacher and learner to achieve those aims.
The teacher and the learner have distinct responsibilities in the classroom that adds to the desired success of the teaching and learning process. This will be proven by analysing the Brain-based Learning Theory supported by Jensen, The Social Learning Theory introduced by Vygotsky, Scaffolding introduced by Bruner and parts of the Theory of Second Language Acquisition proposed by Krashen. The concurrence between the principles of constructivism and the CAPS and constructivism linking with the lesson wheel will also be discussed. The Brain-based Learning Theory is based on the fact that the brain is “designed to learn in a natural accordance” (2008:4) and that the search for meaning is instinctive for the brain. Brain-based learning is about
Constructivism theory also can define as generative learning that creates a meaning from what the students learn. It means that constructivism theory is a collaborate of learning, teaching and knowledge, which is stressed on cognitive aspect that the students can learn by themselves and understand what they learn. As a result, the students can find and change the complicated information that they got to be simple information and they can understand it. Constructivism is a good method for students because it can build on their knowledge and experience, helps students in critical thinking and improve students’ writing skill. Constructivism theory can help students to build their own knowledge.
CHAPTER II LITERATURE REVIEW This chapter presents the theories employed in this study. The discussion covers Interactive Read Aloud theories, including the definition, chronological development, Interactive Read Aloud principles, strategy to conduct a successful Interactive Read Aloud, and the interaction produced during Interactive Read Aloud. Moreover, this chapter also presents theories regarding teaching English to young learners in English as a Foreign Language context. Some studies related to Interactive Read Aloud are also presented. 2.1 Introduction to Interactive Read Aloud Interactive Read Aloud is an important learning activity for building knowledge required by students to be successful in reading (Lippman, 1996).
The purpose of this study is to investigate the activities, tasks and the methods to promote students’ oral skills. In teaching, people who know a language are referred to as “speakers of that language so of all the four skills ( listening, speaking, reading and writing) speaking seems an important component of language classes. Speaking skill is important because it is basic for communication. There are many theories about language teaching but when it comes to practice, some teachers can’t decide the types of activities or tasks that are applicable for their learners. My motivation to study this topic is to help teachers to use communicative activities in classroom teachings.
- The role of the teacher is that of facilitator and guide. Therefore, students are encouraged to construct meaning through genuine linguistic interaction with others. To sum up, communication language teaching can help students to use the target language as much as possible. This approach places great emphasis on helping students create meaning rather than helping them develop perfectly grammatical structures. As mentioned above, my personal language teaching methodology may be described as a mixed method.
Role of English teacher in developing speaking skills in students: Language is primarily spoken form. To know language means to understand and speak the language. The teacher has to conduct the following tasks which are helpful to learn and strengthen one’s speaking skills 1. By conducting Just A Minute (JAM), teacher can build up confidence in students. They have to express their views on particular topic in English in a minute.