WHY DOES THIS MATTER?

Correct Answer: A) It develops autonomous learners

Explanation: Assessment as learning helps students become

reflective, independent thinkers

—

essential for success in IELTS

and beyond.

LIFTING STUDENTS UP

Correct Answer: B) Through guided self

-

assessment and

scaffolding

Explanation: Scaffolding builds confidence and foundational

skills, while self

-

assessment encourages students to reflect on

their progress and strive for improvement.

SUPPORTING ALL LEARNERS

Correct Answer: B) By promoting higher

-

order thinking skills

Explanation: Assessment as learning challenges higher

-

level

students to think critically, analyze, and evaluate, fostering

deeper understanding and mastery.

• 3-2-1 Reflection Forms: Use at unit closure for meaningful reflection

• Concept Mapping: Visualize relationships among concepts

• Socratic Seminars: Engage students in thoughtful, student-led discussions

• Comparative Judgment: Students compare pairs of work to judge which is better.

• Self-Assessment Checklists: Empower students to evaluate their work using clear criteria

• Reflective Journals: Encourage regular reflection on learning processes

• Peer Feedback: Foster collaborative evaluation in writing or speaking tasks

Put Everything in Practice

SELF

-

ASSESSMENT CHECKLIST

Context: Writing Task in IELTS Prep

Strategy Used: Self

-

Assessment Checklist

Process:

-

Students write a practice essay

-

Use a checklist to evaluate their writing

-

Reflect on strengths and areas for improvement

-

Discuss in pairs or small groups for peer feedback

3

-

2

-

1 REFLECTION FORM

Instructions:

At the end of a unit, ask students to write:

-

3 things they learned

-

2 questions they still have

-

1 aspect they enjoyed the most

Review and discuss reflections as a class

Encouraging Differentiation:

-

Allow varied responses based on student ability

-

Use reflections to identify areas needing further review

-

Encourage advanced students to elaborate on their reflections

PEER ASSESSMENT

Instructions:

Writing Task:

-

Exchange essays

-

Use a rubric to give constructive feedback

-

Discuss feedback in pairs

Speaking Task:

-

Conduct peer assessments during practice sessions

-

Provide feedback on fluency, coherence, and pronunciation

-

Reflect and discuss in small groups

Encouraging Differentiation:

-

Tailor feedback criteria to individual needs

-

Provide sentence starters for those needing guidance

-

Allow advanced students to focus on higher

-

order critique

CONCEPT

MAPPING

Instructions:

•

Introduce a central concept related to the unit

•

Have students create a visual map showing connections

between the main concept and related ideas

•

Use maps as a basis for discussions or assignments

Encouraging Differentiation:

-

Provide templates for those needing more structure

-

Allow advanced students to explore more complex connections

or create digital maps

SOCRATIC SEMINARS

Instructions:

•

Select a text or topic for discussion

•

Students prepare questions and engage in a structured discussion,

exploring different viewpoints

•

Encourage active listening and respectful debate

Encouraging Differentiation:

-

Assign roles (e.g., discussion leader, note

-

taker) to match student

strengths

-

Provide guiding questions for those needing support

-

Allow advanced students to lead discussions and delve into deeper

analysis

COMPARATIVE JUDGMENT

Instruction:

-

Select pairs of student work for comparison.

-

Students review and discuss which work is stronger and why.

-

Use comparisons to drive discussions on quality and improvement.

Encouraging Differentiation:

-

Allows students to see various approaches and outcomes.

-

Engages students in critical evaluation and reflection.

-

Provides insights into criteria for quality work.

Let's Practice!

Task: Choose an IELTS task or a lesson from your course(e.g., writing, speaking, reading or listening)

Objective: Teachers apply assessment as learning strategies and plan a 20 minute mini-lesson.

Instructions:

- Teachers sit in groups of maximum 4.

- Develop a mini lesson incorporating self-assessment, peer feedback, 3-2-1 reflections, concept mapping, or Socratic seminars.

- You also need to design checklists, reflective journals, or learning logs if required by the lesson.

- Present your mini lesson: using Power Point slides, Paper, or White board.

- Refine and implement your mini-lesson.

- Reflect on the outcomes and prepare to plan your actual lessons.

​- Happy teaching!

Homework