Use of alternative assessments

in online classes

AFROZA AKHTER TINA

SENIOR LECTURER, DEPARTMENT OF
ENGLISH
 Two types of Alternative Assessments

Instant Feedback for Learner Training:

Using ‘Individual Assessment Cards’

Using Progressive ‘I-Can Statements’ to

Promote Learner Confidence in Writing
Instant Feedback for Learner Training:
Using Individual Assessment Cards
 Background

Clive Lovelock, an English teacher at a Japanese

university, developed this process of assessment in
1996.
Purpose was to make students learn basic
communication skills and also develop learning
skills.
 Four Guiding Principles
obtaining, storing,
retrieving, and
using language

social strategies active

and Assessment involvement in
communication Cards the learning
strategies process

consciousness
raising
Lovelock’s Assessment Card
Lovelock’s Assessment Card
 Procedure

At the beginning, students read an explanation in

English about the strategies listed on the card and
why they should use them.
In every class an activity lasts from 10 to 15 minutes
and is an easy way for students to collect points.
Negative reinforcement (minus points) can be used,
but it is advisable to do so sparingly.
It’s important to set a maximum score based on the
cards.
Pair Work on Preparing Assessment Cards
My Customized Assessment Card
 Using Progressive I-Can Statements to
Promote Learner Confidence in Writing
It’s a strategy developed by Fife MacDuff, Khadija


AlHayki, and Caroline Linse to build students’

confidence in their ability to write in English.

One way to address the issue is by creating opportunities



for students to state what they perceive they are able to

do which can be referred to as ‘I-can statements’, such as
“I can write about daily activities in English.”
 How can it work?
Teachers can present a single I-can statement associated
with a task and have students write or say the statement
when they complete that task.
Another option is to begin activities by presenting a list
of I-can statements that students can copy, check off,
and read out loud as they progress through an activity.
Depending on students’ ability levels, the teacher can
present I-can statements in scrambled order and have
students number the statements as they complete each
task or at the end of the activity.
Students at a more advanced stage of learning may even
offer to add I-can statements that the teacher had not
originally included.
Another alternative is to present the I-can statements as
“I-will” statements before beginning an activity or unit.
 Activity

Comparing Athens and Sparta:

Where Would You Rather Live, and Why?

After reading the handout, write an argumentative

essay.
Assess your writing with the help of ‘I-can
statements’.
 Learning Objectives

Write arguments to support claims in an analysis of substantive topics or texts, using

valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counter claims fairly, supplying evidence for each while
pointing out the strengths and limitations of both in a manner that anticipates the
audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while writing.

e. Provide a concluding statement or section that follows from and supports the
argument presented.
 I Can Statements

Level 3:
 I can write an argument to support a claim after reading a text.
 I can support claims from a text with reasons and evidence.

Level 2:
 I can choose an argument to support a claim after reading a text.
 I can choose claims from a given text with reasons and evidence.

Level 1:
 I can identify an argument to support a claim after reading a text.
 I can identify claims from a given text with reasons and evidence.
My student’s learning through ‘I-can
Statements’
I can differenciate between finite and non-
finite verbs
Finite verbs change their forms when there is a change in the numbers or person of the
subject . It has different forms in different tenses.

My little brother wants to be an actor.

I couldn’t solve the problem .

Non-finite verbs do not change their forms when the number or person of the subject
changes.
There are mainly three types of non-finite verbs. They are –
1. Infinitives
2. Gerund
3. Participle

She worked hard to pass the test.

To err is human.
I can differentiate between infinitive and bare infinitive forms

The infinitive form is used to describe action of a non-finite

duration, possibly with the word ‘to’ attached to it.

For example – to go, to play, to study etc.

The bare infinitive form of a verb is the same as the infinitive form
only without the same word ‘to’
In some exceptional cases the infinitive is used without ‘to’

For example: Let him go

She made me cry ( bare infinitive)
 I can use ‘ing’ as both Gerund and
Present Participle in sentences
We know,
.
Present Participle = Verb + ing
Gerund = Verb + ing

But the difference is when it is used as Noun, Verb, Adjective and Adverb then it is
Gerund whereas,

when it is used as ‘Progressive Tense’ of verb, it is considered as a participle.

For example:

Stray dogs are barking tonight, and the Rowland boy is lighting firecrackers.
(Progressive Tense)

She is angry about having been criticized. (Gerund)

Sharing experiences on Moodle every week
What is the role of the teacher here???
Email of Afroza Akhter Tina: tinaju4@gmail.com
Email of Sadia Afrin: sadia10-1651@diu.edu.bd

Thank you!