W ho a re

We
Ass esin g?
By G r o u p 6
 The team
Desri Ramadani 212122083
Anandhieta Fadillahi 212122517
Putri Zelia 212122519
Dafiq Naufal 212122513

Adi Nugraha 212122130

 6.1 How Can Knowing More about Our Students
Improve the Quality of Teaching and Learning?

Understanding our students better can significantly improve the quality of teaching
and learning. In this chapter, we explore how gaining insights into our students'
language learning experiences can enhance our teaching methods and,
consequently, boost their learning outcomes.

We focus on three key aspects:

1. Learning Goals: We delve into understanding what each student aims to
achieve in their learning journey.
2. Motivation: We look at what drives and motivates each student to learn.
3. Feedback: We examine how providing effective feedback can support their
learning on a day-to-day basis. This includes different ways students may
respond to feedback.
Wiliam (2012) elaborated
eight possible ways that
students may respond to
teacher feedback.
 6.2.1 Feedback During a Course

In the case of knowledge, the term implicit refers to knowledge

that learners are only intuitively aware of and that is easily
accessible through automatic processing,

whereas explicit knowledge consists of knowledge that learners

are consciously aware of and that is typically only available
through controlled processing.
 6.2.1 Feedback During a Course
Students will learn the most and perform their best if they know in
advance the evaluation criteria that will be applied in judging a
performance.
Our feedback will also be improved if we share evaluation criteria with
our students before their performance.
Elicit from them, the criteria that make a presentation and poster
engaging, useful and informative.
Let your students tell you what they look for in a personal essay.
Give your students the opportunity of identifying the key learning they
expect to see in the end-of-unit test (i.e., specific vocabulary they should
be responsible for; content they should have studied; questions they
should be able to answer.)
6.2.2 Teachers’ feedback: Conflicting roles

According to Elbow 2003, that the problem with teachers’ feedback

is that it simultaneously responds to two conflicting roles – what
Elbow refers to as a teacher’s role as coach and her parallel role as
judge.
"Teachers' feedback: Conflicting roles" refers to situations where
teachers provide feedback to students that implies conflicting or
contradictory expectations or roles for the student in the
educational context.
 n i n g a n d S e l f -
e s s m e n t , L e a r
6.3.1 Ass i n a t i o n
Determ
n ts to le a r n c a n be
in m o tiv a tin g stude
r ole o f a s se ss m ent 0 0 1 ). T h e r e are
The a tio n ( D örn y e i, 2
th e o r ies o f m o tiv ries
a ce d to m a n y n t in ta sk s; th e o
tr s f o r e n g a g eme
us in g o n rea s o n c t s; and
t he or ie s fo c nd va lu e c on s t ru
e x p e ct a n c y a
c us on in t e gr a ting a rt ic u la rly f itting
that fo n a nd c o gn itio n. P
in te g r a te m o tiv atio eory
theories that e te rm in a tio n t h
nt c o n te x t is s elf-d
e
for the assessm a nd D e c i (2 0 0 0).
in t ro d u c ed b y Ryan
(SDT),
 Ryan and Deci (2000) identified four types of motivation
(from the most self-determined to the least self-
determined):

Intrinsic Self-determined Non-self-determined

motivation
Intrinsic motivation refers to
motivation that makes one feel
engaged in an activity that is
inherently interesting or enjoyable.
extrinsic motivation
Self-determined extrinsic motivation
is present when individuals
participate in an activity voluntarily
because they perceive the
activity is valuable and important.
extrinsic motivation
Non-self-determined extrinsic
motivation occurs when individuals’
behaviours are regulated by
external factors such as rewards,
constraints and punishment.

Amotivation
Amotivation is the absence of both
intrinsic and extrinsic motivation.
 n i n g a n d S e l f -
e s s m e n t , L e a r
6.3.2 Ass i n a t i o n
Determ
ss o f a s se s s m e nt through
o lvin g th e m in the proce m es or
e n ts is b y in v a rn in g o u tc o
c a n m o ti v a te their stud lv e s tu d e n ts in setting le
teache rs a c h e rs c a n inv o o u tc o m e s rests
For examp le , te g these lea rn in g
p ro ce du re s . y fo r c re a ti n
variou s
e m a in re sp o n sibil it
o m m u n ic a ti n g these
e m en t g o a ls . Although th ic u lu m a n d s ta ndards, c
achie v id e d b y th e cu rr t. S tu d e n ts can
a nd is usua lly g u in g achieve m e n
th e te a c h e r, a y o f e n h a n c
with
ne e ff e ct iv e , p ractical w d o utc om e s o f learning.
ts is o self-directe
goals to studen lo p a d dit io n a l
w it h th e tea c her to deve
collaborate n t c rite ria . McMillan
ig ning asses sm e
e m in d es
tu d e n ts is to in volv e th
in v olv e s te a c h ers and
n oth e r w a y to motivate s g le a rn in g ta rg ets, which
a nd (2)
A c e o f c re ati n in s tr u c tio n;
) d isc u s s e s th e importan
a n d / o r d o a s a result of
(2014 s tu d e n t is to know
if y in g : (1) w h a t a e rfo rm ance.
stude n ts s p e c valuati n g th e p
the criteria for e
 Three further assessment examples of
how we can support student
development:

1. 2. 3.
Teachers can share with Teachers can use student Teachers can let their
their students the work as exemplars to students take more
assessment criteria, or illustrate levels of responsibility for their own
even better, create the performance. This is best learning, that is, the use of
assessment criteria with achieved through assessment as learning.
their students. Both collaboration, as teachers Many of our students are
assessment processes work together to build a far away from their
are valuable practices collection of student work families, so taking
for students to see over time. responsibility for their
teachers as allies in their own learning is a big but
learning. essential first step towards
being successful.
Thank
you