Book contents
- From Assessment to Feedback
- From Assessment to Feedback
- Copyright page
- Contents
- TEFL Examples
- Introduction
- Part I Basic Concepts of Assessment and Feedback in the Foreign-Language Classroom
- Part II Assessment and Feedback in Its Different Manifestations
- Part III Summative Assessment in Combination with Formative Feedback
- 13 From Bloom’s Taxonomy to the SOLO-Taxonomy
- 14 How to Combine Summative Assessment with Formative Feedback
- 15 State Requirements for Assessment and Feedback in Foreign-Language Teaching
- 16 What Teachers Can and Should Do about Assessment and Feedback
- Glossary
- References
14 - How to Combine Summative Assessment with Formative Feedback
from Part III - Summative Assessment in Combination with Formative Feedback
Published online by Cambridge University Press: 19 January 2023
- From Assessment to Feedback
- From Assessment to Feedback
- Copyright page
- Contents
- TEFL Examples
- Introduction
- Part I Basic Concepts of Assessment and Feedback in the Foreign-Language Classroom
- Part II Assessment and Feedback in Its Different Manifestations
- Part III Summative Assessment in Combination with Formative Feedback
- 13 From Bloom’s Taxonomy to the SOLO-Taxonomy
- 14 How to Combine Summative Assessment with Formative Feedback
- 15 State Requirements for Assessment and Feedback in Foreign-Language Teaching
- 16 What Teachers Can and Should Do about Assessment and Feedback
- Glossary
- References
Summary
As summative assessment, especially in the form of grading, is indispensable, teachers have to think about and apply the pros and cons of grading so that the students can deduce sufficient guidance for their further learning. As this is not done with short written feedback beside the grade – such as “good work” – teachers have to think about the form of feedback and above all about the place where to express their hints for the learner in question. The following section presents some basic suggestions about how and where to apply written feedback in combination with grading (i.e. in the margin column) with the help of a rubric or working with a cover sheet.
- Type
- Chapter
- Information
- From Assessment to FeedbackApplications in the Second/Foreign Language Classroom, pp. 225 - 237Publisher: Cambridge University PressPrint publication year: 2023