Formative Assessment in South Asian Contexts: Some Practical Possibilities

Overview

In many south Asian countries, formative assessment is misunderstood as internal assessment, which only focuses on the assessment of learning. Genuine formative assessment must enable better learning. It should also enable students to evaluate themselves and their peers.
 
This interactive workshop will focus on using assessment as a pedagogic tool in ESL classrooms. You will also explore peer and self-assessment and complete language teaching tasks. You will reflect on the how to adopt or adapt the various techniques to your classroom. 

Workshop Outcomes

You will be able to
  • distinguish between evaluation, assessment, and testing, and between formative and summative assessment
  • distinguish between assessment of, for, and as learning
  • assess learning using a reading comprehension text and questions
  • show your students how assess their own and their peers' speaking ability using self and peer assessment grids
  • Reflect on experiential tasks and get an idea of what you can do with them in your own classes

About the Workshop Leader

Geetha Durairajan is a professor in the Department of Materials Development and Evaluation at the English and Foreign Languages University, Hyderabad, India. She has worked there for more than 25 years. Her doctoral research explored the possibility of using nonprescriptive evaluation to evaluate language by using it as a convivial tool. She has conducted many workshops in the area of evaluation, particularly for teachers at the school level and also published articles that consider evaluation as a pedagogic tool. Language education in multilingual contexts is another of her interest areas.