Grammar
Tenses
Present
Present Simple
Present Continuous
Present Perfect
Present Perfect Continuous
Past
Past Simple
Past Continuous
Past Perfect
Past Perfect Continuous
Future
Future Simple
Future Continuous
Future Perfect
Future Perfect Continuous
Parts Of Speech
Nouns
Countable and uncountable nouns
Verbal nouns
Singular and Plural nouns
Proper nouns
Nouns gender
Nouns definition
Concrete nouns
Abstract nouns
Common nouns
Collective nouns
Definition Of Nouns
Animate and Inanimate nouns
Nouns
Verbs
Stative and dynamic verbs
Finite and nonfinite verbs
To be verbs
Transitive and intransitive verbs
Auxiliary verbs
Modal verbs
Regular and irregular verbs
Action verbs
Verbs
Adverbs
Relative adverbs
Interrogative adverbs
Adverbs of time
Adverbs of place
Adverbs of reason
Adverbs of quantity
Adverbs of manner
Adverbs of frequency
Adverbs of affirmation
Adverbs
Adjectives
Quantitative adjective
Proper adjective
Possessive adjective
Numeral adjective
Interrogative adjective
Distributive adjective
Descriptive adjective
Demonstrative adjective
Pronouns
Subject pronoun
Relative pronoun
Reflexive pronoun
Reciprocal pronoun
Possessive pronoun
Personal pronoun
Interrogative pronoun
Indefinite pronoun
Emphatic pronoun
Distributive pronoun
Demonstrative pronoun
Pronouns
Pre Position
Preposition by function
Time preposition
Reason preposition
Possession preposition
Place preposition
Phrases preposition
Origin preposition
Measure preposition
Direction preposition
Contrast preposition
Agent preposition
Preposition by construction
Simple preposition
Phrase preposition
Double preposition
Compound preposition
prepositions
Conjunctions
Subordinating conjunction
Correlative conjunction
Coordinating conjunction
Conjunctive adverbs
conjunctions
Interjections
Express calling interjection
Phrases
Sentences
Grammar Rules
Passive and Active
Preference
Requests and offers
wishes
Be used to
Some and any
Could have done
Describing people
Giving advices
Possession
Comparative and superlative
Giving Reason
Making Suggestions
Apologizing
Forming questions
Since and for
Directions
Obligation
Adverbials
invitation
Articles
Imaginary condition
Zero conditional
First conditional
Second conditional
Third conditional
Reported speech
Demonstratives
Determiners
Linguistics
Phonetics
Phonology
Linguistics fields
Syntax
Morphology
Semantics
pragmatics
History
Writing
Grammar
Phonetics and Phonology
Semiotics
Reading Comprehension
Elementary
Intermediate
Advanced
Teaching Methods
Teaching Strategies
Assessment
Procedures for portfolio assessment
المؤلف:
Winnie Cheng & Martin Warren
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P204-C18
2025-07-05
499
+
-
20
Procedures for portfolio assessment
Collaborative assessment involved the teacher, the students themselves and their peers. It was based on criteria clearly communicated and illustrated at the beginning of the course. Halfway through the course, students submitted the first part of the portfolio to the teacher for formative evaluation. At the same time when the students submitted their portfolios, they completed and included a Self-Assessment Form and a Peer Assessment Form for each of the group members.
Self and peer assessment, each contributing 15% towards the assignment grade, focused on the quality of the forum postings assessed by both the student and peers based on four criteria:
1. Frequency of participation in the discussion forum
➣ Feedback given on all draft examples
➣ Participation in all discussions
2. Timeliness of participation in the discussion forum
➣ Timely provision of feedback on all draft examples
➣ Timely participation in all discussions
3. Quality of feedback and suggestions
➣ Relevance to the requirements of the examples
➣ Specific and clear comments and suggestions
➣ Appropriate use of academic terminology
4. Extent of feedback and suggestions Covered most aspects of draft examples
➣ Made comments and suggestions beyond draft examples
➣ Encouraged further development of the discussion
Teacher assessment (70%) of the quality of the portfolio was based on five criteria:
1.Quality of analysis of examples (appropriacy of analysis and support with contextual reasons) (50%)
2. A critical review of discussion and incorporation of peer feedback (or rationale for not incorporating peer feedback) in these examples (20%)
3. Quality of feedback and suggestions (10%)
4. Extent of feedback and suggestions (10%)
5. Reflective text (200-250 words) about online learning and assessment (10%)
Only the students were involved in assessing themselves and their peers in terms of frequency and timeliness of participation in forum discussions, both criteria of which the teacher did not feel in a position to assess. The teacher and the students overlapped in only two assessment criteria that were related to the quality and the extent of student feedback.
The English Department has a general guideline that all content subjects are assessed using Biggs & Colins' (1982) Structure of the Observed Learning Outcomes (SOLO) taxonomy (Figure 5), which is a method to categorize students' responses to open-ended questions, and focuses on qualitative differences between students' responses. According to Biggs (2003, p.37), when students learn, they produce learning outcomes that display "similar stages of increasing structural complexity", and the SOLO taxonomy provides a systematical description of "how a learner's performance grows in complexity when mastering many academic tasks".
الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
الآخبار الصحية
مواضيع ذات صلة
قسم الشؤون الفكرية يصدر كتاباً يوثق تاريخ السدانة في العتبة العباسية المقدسة
"المهمة".. إصدار قصصي يوثّق القصص الفائزة في مسابقة فتوى الدفاع المقدسة للقصة القصيرة
(نوافذ).. إصدار أدبي يوثق القصص الفائزة في مسابقة الإمام العسكري (عليه السلام)
