Speaker: Prof Shu-Chen Huang
Date: Wednesday 4 September 2019
Time: 13:00 – 14:00
Venue: E33-2034, Faculty of Education
Early and regular formative assessments can help identify areas of unsuccessful learning and direct classroom efforts more productively. In this presentation, background and recent development of formative assessment will be introduced, followed by two lived examples from teaching EFL in Taiwan. The writing example involves the design of learning-oriented formative assessments that engage learners to regularly respond to feedback from different sources. The speaking examples showcases facilitation steps that orient learners toward self-assessment and self-feedback. It is argued that teachers’ time and effort spent on classroom assessment design is worthwhile in building up learners’ self-assessment and self-learning capabilities.