consequences of the feedback, the teacher has information how to plan the next activities. It is very important how the teacher organizes the teaching process to facilitate day-to-day assessment and in order to do so, the teacher must know well her/his students’ ability and competences. In addition, it is important that the teacher keeps the record of students’ performance to follow their progress and to increase their attainments. Students should recognize that learning is related to objectives of the lesson, and these objectives are related to a bigger context.
1.1.Modern Foreign Language Assessment Activities
The MFL teacher can use a large variety of methods, assessment strategies, which depend on the kind of activity. These assessment strategies should be combined with everyday classroom work. Formative assessment is a meaningful tool to avoid the passive receptive by students. Students should be comfortable with the self or peer assessment, they need time to get used to these techniques to develop their critical thinking skills. In the following I am going to list some AfL activities which I have used in my teaching activities, of course with a lot of practice this list can be improved and become larger and larger in order to motivate my students and deliver them MFL lessons during which they feel motivated to grasp opportunities to be involved and collaborate in learning process.
A tick grid is a tool to help the teacher to plan different skill-activities and it can be used to mark work and getting information how much language knowledge was successfully acquired by students.
Wait time- it allows students to think before answering. This strategy helps students to elaborate their answers.
Exemplar work- serves to give a model to students to meet the assessment requirements.
Oral work- correction of pronunciation and the teacher should model it. Assessing oral work can be very challenging because of the size of the class, as well as it is difficult to hear all the students how they use TL independently. It is difficult to record the outcomes of speaking activities during a lesson.
Role-play-to enhances students to talk in front of the class, to motivate them in a fictive situation and to make them enjoy their speaking. This activity provides opportunity to assess the pronunciation and to peer assessment.
Battleship game – to enhance students to talk spontaneously. It is an excellent way to get students giving spontaneously spoken phrases. Students play in pairs, each choosing five squares and taking it in turns to guess the others squares. The winner is the one who guesses all 5 chosen squares. This game works, particularly with boys.
Focused questioning- when the teacher asks focused questions to lead students to a better understanding.
The class brainstorm allows students to share strategies that work them, and teacher models other less known strategies. It is important to practice them by baby-steps in order that students internalize the strategies.
Mini white board-to write, practice, to memory games, quizzes, practically it can be used for a large variety of assessment.
Self-assessment-when students assess their own learning and conduct them to a better engagement to learning. Self-assessment of the vocabulary give a assessment to students how their understanding of French is going. Students mark their or their peers’ homework. The teacher can prepare a checklist which contains key activities.
Vocabulary knowledge scale- for self-assessment, where students can check their knowledge reflecting and answering to questions like I don’t remember of this word, I have seen this word before but I don’t know what it means, I think what it means, and finally I know this word and I can use it in sentences.
Peer-assessment- Students like ‘playing teacher’ therefore this activity gives students an opportunity to evaluate their work by themselves. This technique increases students’ self-confidence. Students are asked to correct their partner’s work, they feel enthusiast and more energetic. According to my experience, this activity increases the spirit of competition. Students should learn to collaborate and listen to each other.
Speaking peer assessment sheet so as to assess the speaking at least three students in the classroom. Students ask their peers several prepared questions and the others ask the same questions to others.
Think-Pair-Share is an activity, which lets students think together and share their ideas in order to support each other and to work in a cooperative atmosphere. This activity makes the lesson more interactive and students try hard to do their best. In addition, it increases the spirit of working in groups and reduces the spirit of ego.
Cooperative learning to maximise student collaboration and energizes the learning process. It enhances the social cohesion because students help their peers to reach goals as well as the personalization because a student can learn more from more able peers.
Traffic lights on own work: green for work understood, red for work that is not well understood, amber- confused on the work.
Thumbs up, down-to show how well students feel they understand.
Collecting tokens: (small stickers, in Hungary red points or red stars), achievement points for good response; it can be done for any good skills, efforts.
The European Language Portfolio (ELP)- where students can record (self-recording) their progress. This is a kind of self-monitoring tangible evidence of achievement.