ASSESSMENT

I think the Assessment is a continuo work of high expectations for the learning of
the student; the Assessment help to the teacher to proportionate a reflection, retro
alimentation and discussion base, for improve the academic program of the school.
Fundamentally the Assessment has different objectives such as, improve student
learning and support their academic process.

According with (Ramsden, 2003, p 177) Assessment is:

“Assessment is about several things at once …It is about reporting on students’ achievements and about
teaching them better through expressing to them more clearly the goals of our curricula. It is about
measuring student learning; it is about diagnosing misunderstandings in order to help students to learn
more effectively. It concerns the quality of the teaching as well as the quality of the learning”.

Ramsden argues that Assessment is the central to the student learning process,
and is an essential tool for teaching, even is the most significant aspect that
influences student learning. He says that Assessment methods have a greater
influence on how and what students learn.

The work of Boud (1988 p. 45) indicates that Assessment is the ongoing process of
gathering that reflect and analyzes student evidences, and improve student
learning future. Boud reports that there are 3 types of Assessment, Formative,
Summative and Authentic.

✔ Formative: Assessment is a continuo ongoing process, where teachers

each day modify and confirm their activities and directions with their
children.
✔ Summative: Assessment is used at the end of a lesson or period, that
determinate what each student has achieved and learnt.
✔ Authentic: Assessment involving the application ok knowledge of the 4
skills, and require a clear criteria of which children are aware and involved.

“In relating assessment criteria to clearly developed learning expectations

with a given task, students think carefully about what is being assessed and
the kinds of evidence that would need to be provided to show their
understanding.” Boud (1998 p56)
 Boud (1998 p58) says that assessment contain 3 clear purposes, Assessment
for learning, that occurs when teachers uses interferences about student process
and progress to inform their formative teaching. The second purpose is
Assessment as learning that occurs when students reflect on their progress and
to inform their future learning goals. The last purpose is Assessment of learning,
that occurs when teacher use evidence of student learning and make judgments on
student goals and standards.

In my personal opinion Assessment is an essential and integral aspect of

instruction that with feedback determines student academic progress, and goals
education. Assessment affects different decisions about grades, advancement,
school needs and also the curriculum, and even is an efficiently and effectively
guide teaching.

References
Pearson B (1998) The Assessment process, Toronto. Academic Exchange

Shepherd R (2003) Assessment perceptions, California. Academic Fullerton

ERROR CORRECTIONS
 In my opinion Error correction is a teacher strategy for provide mistakes made by
students, and in order to do this, student and teacher create an active interaction
for correcting mistakes. During the error correction is so important that teachers
give to students a feedback for each correction, and in this way to improve
student’s academic process. Mistakes are a good complement in the student
learning process, and is important that students know that they are.

During the process of error correction, teachers have to encourage their students
and have an enough time for the error correction, for that reason is essential don´t
jump immediately to correct a mistake, is better if the student get into the habit of
listening to themselves when they are speaking, and correct themselves as they go
along.

According to Daddy (2002 p40) the role of Error Correction has changed, because
errors are considered as a natural products in the language learning and in fact
reflect student´s patterns developing an interlanguage system. Daddy argues that
is important that teachers form the concept that not all the errors need to be
corrected right after they are made, because some errors are infrequent and may
be slips to the tongue. He says that these errors mostly can be corrected by the
students themselves.

The opinion of Daddy (2002 p52) is that for the persistent errors, especially those
shared by most students, teaches should correct them consistently. Besides
teachers need to learn about global errors. Generally speaking, global errors
should be corrected to further clarify students´ intentions. Moreover, the timing of
correction depends on the purpose of the classroom activities, and if the goal is to
have students express themselves, it is better that the teacher do not interrupt
immediately.

But the work of Stevick (1996 p. 250) shows that teachers should not only know
when to try error, but also how to do error correction. So it is essential to convey
the message to the students, that making errors are not unforgivable or shameful.
The positive affective feedback should be offered first to encourage students and
to decrease the tension cause by error correction. He says that teacher correction
can be beneficial, when errors are repeatedly made by most students. In fact, it
can be applied without necessarily making students feel embarrassed or
threatened.

For example teachers can postpone the correction until the end of the activity, or a
class period and create a discuss with all the students in the class.
I think it is no easy for the teachers to resists the temptation of correcting each
error in their students, because they feel responsible for preventing the errors.
Nevertheless they also know that the excessive error correction could frustrate
students, and even smother students´ motivation of learning a language. For that
reason is really important for teacher to have good timing and use appropriate
correction strategies, when giving error correction.

REFERENCES

Gordon D (2002) Teaching Error Correction, Hawaii. Cambridge Press

Stuart S (1996) Error Correction, New York. Oxford