with goals and ‘high –stakes’ official constraints. Assessment needs

with learners. AfL comprises of all the activities doing in the classroom, which make available information how to go on teaching and learning.

Teachers should know a variety of ways to motivate students in the classroom; however, some pedagogical approaches work well with one group of students, but, are not operative with another class. The teacher plays a key role in the learning process in positive or negative ways.

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Formative assessment serves to identify students’ weaknesses to improve them and create students’ appropriate targets. These targets should be clear and specific, challenging and difficult, but at the same time realistic, suitable for students’ capabilities. These learning goals should be measurable and clearly assessed. Teachers often face the common conflict between individual goals and ‘high –stakes’ official constraints.  Assessment needs to be used throughout the curriculum and not just a single module.

The teacher shares learning objectives with students to support them know as well as recognize the criteria that they are pointing to. S(he) plans and uses peer-assessment as well as students’ self-assessment as an assessment for a learning tool.

It is indispensable to make available oral as well as written feedback which helps students to identify their following steps and how to take them. The teacher encourages students to explain their thoughts and reasoning thus encouraging an ethos of student improvement. Furthermore, the teacher should make available time in lessons for students to reflect on what they have learnt and to identify possible difficulties.

High-quality assessment can help both teachers and students to understand what has been achieved and what must be done more. Any assessment can only give a snapshot of what students have done. Therefore, assessment should be matched to the knowledge and competencies of students.

1.2.1 The importance of feedback

Teachers should make available tangible feedback, which increases students’ self-confidence to reach targets. Sometimes it is sufficient a small personal word of praise or encouragement. Teachers should communicate positive elements, believing that the student is able to achieve predetermined goals. An effective feedback enables students to understand what they need to do to continue or improve their progress.

Feedback on students’ progress in MFL classroom constantly takes place during lessons. Teacher corrects students’ pronunciation in speaking. She/he circulates around the classroom and gives praise for the right use of Target Language. The teacher can support students with immediate feedback on written or speaking task.

After an effective feedback, it is possible to set goals, targets in order to support students’ progress and the assessment information can be used to decide the next step to take in a logical manner. However, a negative feedback can drive students back in their learning.