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Effect of Self-Assessment on the Performance of EFL Teenager Students in a Language Academy

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Rosa Pernia

on 14 November 2014

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Transcript of Effect of Self-Assessment on the Performance of EFL Teenager Students in a Language Academy

THE PROBLEM
Students show a passive behavior in the EFL class and
real life. They study just for the tests and as soon as
it is over, the "crammed" information is forgotten
because they don't feel it works for anything else in
their immediate needs.
Beyond formative nature of Self-Assessment,
its personalized diagnose could be decisive in
students' progress.

PURPOSE
OF THE WEB TOOL

ACTIVITY 1:
Rubric Aces
After having a rubric/check list activity in
the classroom with teacher guidance on its building and produce a model team work, the students will be invited to the
Rubric-Aces
to join the teacher in order to build a self-assessment instrument together online. Self-Assessment team will end up getting a complete bank while everyone tunes up their ability to identify their own strengths and weaknesses along their learning path.








ACTIVITY 2
e-Portfolios
Once the Rubric Aces have produced a S.A. instrument, each student will answer it
individually and then file it in a personal section which constitutes his/her
e-portfolio.
The teacher will revise every form and give
feedback notes to everyone so each student can make the necessary adjustments to achieve
progress at every step and eventually along
the course with more successful results
than in standard courses.

ACTIVITY 3
Independent Learners' Corner
Success!
HERE ARE KEYS TO SUCCESS.....
independent students
self-directed attitude
life long learners
UNIVERSIDAD DE CARABOBO
FACULTAD DE CIENCIAS DE LA EDUCACION
DIRECCION DE POSTGRADO
ESPEC. ENSEÑANZA DE INGLES COMO LENGUA EXTRANJERA
DISEÑO MATERIALES COMPUTARIZADOS

EFFECT OF SELF-ASSESSMENT
ON THE PERFORMANCE OF EFL
TEENAGER STUDENTS IN A
LANGUAGE ACADEMY

The use of Schoology as a self-assessment
resource, where the students can record, file and revise their own work, and on the other hand,
the teacher can track and recommend tips and strategies to improve their performance in a personalized mode, will give a new perspective to
the formative assessing tasks, which ultimate goal is enhancing and "seed" a meaningful learning
attitude in a more relaxed environment so
students master the use of their L2 regardless
of tests pressure as well as the correct use
of contents afterward the test has
taken place.


Along the path of building, answering, working
on weaknesses and use their strengths as
self-confidence milestones, students acquire
experience not only on their skills on how to design
self-assessment instruments but also on their
individual learning progress; so it would be wasteful
not to record and share it with the whole group so
it could result in useful shortcuts for success
achievement at the same time it reinforces
social links and support attitude.

Lic. Rosa Pernía
Full transcript