Significant points on assessment procedure

Аннотация

The article deals with the importance of the methodology and assessment, crucial components of the assessment points and giving feedback to the students in teaching and learning the English language. This paper provides detailed suggestions with illustrations, background of previous researches, foundations, results of them and so on. The authors and researchers with all level may use in practical and theoretical researches with the help of data in the article. Key words: components of assessment, feedback, EFL, post-assessing process, system parallel, intention, motivation, knowledge, reference level. In a contemporary world, we have sufficient number of sources that supply instructors how to design assess and how to organize post-assessing procedure (giving feedback). As a consequence, instructors can create assess, which regarded the most useful way in determining pupils‘ knowledge. At the same time, they are able to establish post-assessing procedure, which is regarded as significant part of assessing the pupils‘ knowledge with the help of that very sources and materials. However, the research worker found out that materials and sources regarding the second issue (post-assessing procedure) are not enough. So, every single instructor should create and work out his/her own method of building this procedure. This qualification paper is focused on managing both assessing and post-assessing procedures, the ways of using target procedures in EFL classes. It should be highlighted that a great amount of the research work literature around assessment points to the significance of feedback to pupils as part of the learning procedure. Ellis, R (1997. p. 98) argues that formative assessment is "specifically intended to provide feedback on performance to improve and accelerate learning." Proving a pupil with a grade or mark in response to a piece of assessable work is not, except in the broadest sense, giving feedback. Similarly, making comments on pupil work is not, of itself, providing feedback. Feedback is a term that requires careful definition for it to represent a useful contribution to learning. In addition, Freeman, D. L (2000. p. 50) precisely, however not particularly usefully, defines feedback as ‗data about the gap between the actual level and the reference level of a system parameter which is applied to alter the gap in some way. It is also essential to say that in the context of assessment for learning, the ‗system parameter' is the intended learning outcomes from a course, topic or (most often) a particular assessment task, the ‗actual level' is each pupil's achievement in response to the assessment task, while the ‗reference 587 level' is the agreed standard of performance expected for successful completion of the task. So in this context, feedback is data provided to pupils that is applied by them to alter the gap between their current performance and the view(i.e. data that helps the pupil learn). If comments are not or cannot be applied by pupils to alter the gap, then those comments do not constitute feedback! It is essential to believe in this point that as Walker (2009, 68) notes "a necessary precondition for a pupil to act on a gap is that he/he is given a comment that enables her/him to do so: the comments must be usable by the pupil." Consequently "it is the quality, not just the quantity, of feedback that merits our closest attention". At this point it is important to note that a great amount of the research work on feedback has focused on the feature of written comments on pupil tasks, although some (Hismanoglu, M,2000. p. 12-15) have addressed wider feedback practices that can help pupils build self- assessment and self-regulation skills in relation to their thinking, motivation and behavior during learning. This perspective moves the feedback procedure away from being an ‗after the assessment event' transmission of data from instructor to pupil and towards an ongoing dialogue to help build pupils' knowledge, skills, confidence and perception about themselves as learners. Grant Wiggins, the President of Authentic Education in Hopewell, New Jersey has identified that feedback is applied so as to describe all types of comments, including mainly advice, praise and evaluation as well. However, he has added that none of these is feedback indeed. Grant Wiggins has noted that data given as a feedback should not be just judgment or recommendation on how to improve, however also should be related to aim. Instructor should not solely recommend, judge or recommend; feedback should include itself aim of learner indeed. Moreover, he has noticed that decades of education research work support the view that by teaching less and providing more feedback, we can produce greater learning. All his views he has summed up in one formula: less teaching + more feedback = better results. We also need to mention, another great scholar Harris, D (1969) has argued that feedback has variety of forms. He has regarded t