Assessment procedures and the importance of (effective) feedback & evaluation
When assessing, the main priority for teachers is to ensure the students have fulfill the criteria of learning or target language in our mentors' case. Unfortunately, there were not much differences in all assessment of homework, however, there is a standard that the students need to reach such as- the Machine Gun, Mr. Long has placed in all first year junior high students. In the speaking and writing test, the students would encounter the questions of similar nature and the answer structure would have to be fulfilled as each question were different. How our mentors assess the first year junior high students was:
During the speaking test, there would be a time limit for students to finish 3 major components and they would repeat the questions to the students thrice but marks of course, would be deducted. The main objective was to make sure that the students have fulfilled the target language and the second would be they way they convey the answer regardless if the sentences made any sense. If the students used any Japanese pronunciation or any Japanese words, 0.5 to 1 mark would be deducted for every mistake made.
As for the writing test, the students would be graded based on spelling and if the sentences ever made sense. For certain cases, if the spellings were wrong, 0.5 would be deducted and if basic target language questions that had been thoroughly used in class such as Machine Gun questions would be graded and assessed much stricter than other questions as our mentors had gone through them every week, if the spellings were wrong, it would marked as wrong and 1 mark would be deducted.
The purpose of having a strict way of assessing students is to have students, especially the first years to get used to the standard of English the school was looking forward to. Ms. Jaimee even said that the first year junior high had a higher proficiency level than the second year junior high students and this is a good sign and this also shows that the students receive the lesson well. As for other year students, their level weren't necessarily bad as the majority of them could understand typical everyday; it was just that they had problems answering or articulating their answer- Mr. Gaffney once told me that students' English level from other Japanese schools were much lower and it was a good thing the students in Nichidai had a minimum level of comprehension in listening.
Most of the homework were marked and graded through Loilonote and there was a lower chance in using exercise sheets unless if students forgot their ipads or the tablet was taken for repair. The grading system was out of 5 and the homework submission has an impact on the students. If the students were late in their submission, they would be penalized with a 0 while not submitting or not even trying to do their homework would be marked an "x" as our mentors weren't able to know the level the students were at, and they would not be able to help them.
Also, like I mentioned before, the students here would be assessed through a point system, homework and behavior would be taken into account. The default student point would be an 8; our mentors would mark their students' everyday behavior into account such as them volunteering, good behavior, extra effort would earn them bonus points. If students did the exact opposite of commendable behaviors such as not submitting their homework, attitude problems, no preparedness (not bringing the required materials etc), lateness and absenteeism, their points would be deducted and the point system had a 10% impact on the student and would affect their resume when applying for university.
Why feedback and evaluation?
Human beings strive for improvement, this makes them a better person as they will become contributing members of society, Just like evolution, it is the fight for the best and the survival of the fittest, animals are constantly evolving to improve their chance rate at survival.
This is the same for us learners. student feedback is meant for students to work on what they should improve and what they could continue and keep up with the good work. Feedback can be an act of gesture showing that teachers care about the students and this could also build the students' confidence and the ability to accept criticism (especially in Japan). Feedback and evaluation keep the world going and it holds a standard where society expect what and how a person should at least fulfill such as in certain fields of profession.
According to an research article written by John Hattie, a lecturer from the University of Auckland, feedback is an important part of the assessment process. It has a significant effect on student learning and has been described as "the most powerful single moderator that enhances achievement" (Hattie, 1999).
The main objectives of feedback are to:
- Target language
- Conveyed meaning
- Through a time limit
- The usage of Japanese pronunciation
- The usage of Japanese words (e.g: えっと- um, なんだけど- what's that again? わかんない- I don't know)
During the speaking test, there would be a time limit for students to finish 3 major components and they would repeat the questions to the students thrice but marks of course, would be deducted. The main objective was to make sure that the students have fulfilled the target language and the second would be they way they convey the answer regardless if the sentences made any sense. If the students used any Japanese pronunciation or any Japanese words, 0.5 to 1 mark would be deducted for every mistake made.
As for the writing test, the students would be graded based on spelling and if the sentences ever made sense. For certain cases, if the spellings were wrong, 0.5 would be deducted and if basic target language questions that had been thoroughly used in class such as Machine Gun questions would be graded and assessed much stricter than other questions as our mentors had gone through them every week, if the spellings were wrong, it would marked as wrong and 1 mark would be deducted.
The purpose of having a strict way of assessing students is to have students, especially the first years to get used to the standard of English the school was looking forward to. Ms. Jaimee even said that the first year junior high had a higher proficiency level than the second year junior high students and this is a good sign and this also shows that the students receive the lesson well. As for other year students, their level weren't necessarily bad as the majority of them could understand typical everyday; it was just that they had problems answering or articulating their answer- Mr. Gaffney once told me that students' English level from other Japanese schools were much lower and it was a good thing the students in Nichidai had a minimum level of comprehension in listening.
Most of the homework were marked and graded through Loilonote and there was a lower chance in using exercise sheets unless if students forgot their ipads or the tablet was taken for repair. The grading system was out of 5 and the homework submission has an impact on the students. If the students were late in their submission, they would be penalized with a 0 while not submitting or not even trying to do their homework would be marked an "x" as our mentors weren't able to know the level the students were at, and they would not be able to help them.
Also, like I mentioned before, the students here would be assessed through a point system, homework and behavior would be taken into account. The default student point would be an 8; our mentors would mark their students' everyday behavior into account such as them volunteering, good behavior, extra effort would earn them bonus points. If students did the exact opposite of commendable behaviors such as not submitting their homework, attitude problems, no preparedness (not bringing the required materials etc), lateness and absenteeism, their points would be deducted and the point system had a 10% impact on the student and would affect their resume when applying for university.
Why feedback and evaluation?
Human beings strive for improvement, this makes them a better person as they will become contributing members of society, Just like evolution, it is the fight for the best and the survival of the fittest, animals are constantly evolving to improve their chance rate at survival.
This is the same for us learners. student feedback is meant for students to work on what they should improve and what they could continue and keep up with the good work. Feedback can be an act of gesture showing that teachers care about the students and this could also build the students' confidence and the ability to accept criticism (especially in Japan). Feedback and evaluation keep the world going and it holds a standard where society expect what and how a person should at least fulfill such as in certain fields of profession.
According to an research article written by John Hattie, a lecturer from the University of Auckland, feedback is an important part of the assessment process. It has a significant effect on student learning and has been described as "the most powerful single moderator that enhances achievement" (Hattie, 1999).
The main objectives of feedback are to:
- justify to students how their mark or grade was derived
This is to ensure that the students understand the concept of how heavy do each component of work weighs. Just like in the Loilonote homework, the students would receive a grade alongside where their marks belong to and what do they lack in. This allows the students to be able to quantify the weight of certain choice of words.
- identify and reward specific qualities in student work
Students will be able to understand there is a cause and effect of what they have done. If they work hard, they would be rewarded if not, marks would be deducted. The concept of each action would end with a consequence.
- guide students on what steps to take to improve
Based on grading, now that the students are able to find out where and which part do their marks come from, they will be able to focus on the parts that are missing or they lack in.
- motivate them to act on their assessment
The students require the interest and spirit to accept the need to improve. Our mentors would praise them while gently probe them with constructive criticism so that they understand that our mentors mean well.
- develop their capability to monitor, evaluate and regulate their own learning.
Most of the students are self-aware, this could be used as the final verdict for the students to know what they should take action on.
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