Who should and can get involved

in dealing with errors?

- Teacher
- Student

What can a teacher do in assessing

students?
- Comments (medal vs. mission)
- Marks and grades (achievements)
- Reports (weaknesses vs. strengths)
Student name: ____________________________ Subject:
  __________________________________

Student comment
 
 
 
 
 
Signed: _______________________ Date:
_____________________________
 
Teacher comment
 
 
 
 
 
Signed: _______________________ Date: _____________________________
 

Grade(s)
 

An ROA form retrieved from Jeremy Harmer’s The Practice of English Language Teaching (4th ed.), p-142
Students Assessing Themselves
LEVELS Listening/ Speaking Reading Writing
C2 CAN advise on or talk about complex or sensitive issues, CAN understand documents, correspondence and CAN write letters on any subject and
Level 5 understanding colloquial references and dealing confidently reports, including the finer points of complex texts. full notes of meetings or seminars with
with hostile questions. good expression and accuracy.

C1 CAN contribute effectively to meetings and seminars within
Level 4 own area of work or keep up a casual conversation with a
good degree of fluency, coping with abstract expressions.
CAN read quickly enough to cope with an academic
course, to read the media for information or to
understand non-standard correspondence.
CAN prepare/ draft professional
correspondence, take reasonably
accurate notes in meetings or write an
essay which shows an ability to
communicate.

B2 CAN follow or give a talk on a familiar topic or keep up a CAN scan texts for relevant information, and CAN make notes while someone is
Level 3 conversation on a fairly wide range of topics. understand detailed instructions or advice. talking or write a letter including non-
standard requests.

B1 CAN express opinions on abstract/cultural matters in a CAN understand routine information and articles, and CAN write letters or make notes on
Level 2 limited way or offer advice within a known area, and the general meaning of non-routine information within familiar or predictable matters.
understand instructions or public announcements. a familiar area.

A2 CAN express simple opinions or requirements in a familiar CAN understand straightforward information within a CAN complete forms and write short
Level 1 context. known area, such as on products and signs and simple simple letters or postcards related to
textbooks or reports on familiar matters. personal information.

A1 CAN understand basic instructions or take part in a basic CAN understand basic notices, instructions or CAN complete basic forms, and write
ALTE factual conversation on a predictable topic. information. notes including times, dates and
Breakthrough level places.

© ALTE: Can Do statements produced by the members of the Association of Language Testers in Europe
Feedback on Oral Work – Accuracy or Fluency?
Accuracy

1. Repeating
2. Echoing (e.g. She SAID me?)
3. Statement and question
4. Expression
5. Hinting (e.g. saying ‘tense’)
6. Reformulation
(e.g. S: She said me I was late.
T: So, she told you that you were late, did she?
S: Oh yes, I mean she told me.)
Fluency

-gentle correction
-recording mistakes
-feedback (delayed feedback)
Feedback on Written Work
- Responding (writing in response to their writing)
- Correcting (using correcting symbols)
- Training students
- Student-student feedback
Symbol Meaning Example
S A spelling error The asnwer is obvious.
WO A mistake in word I like very much it.
order
G A grammar mistake I am going to buy some furnitures.
T Wrong verb tense I have seen him yesterday.
C Concord mistake People is angry.
˄ Something has been He told ˄ that he was sorry.
left out
WW Wrong word I am interested on jazz music.
{} Something is not He was not {too} strong enough.
necessary
?M The meaning is That is a very excited photograph.
unclear
P A punctuation Do you like london?
mistake
F/I Too formal or Hi Mr Franklin, Thank you for your letter…
informal

Corrections symbols taken from Jeremy Harmer’s The Practice of English Language Teaching (4th ed.), p-149
Once upon a time, a beautif princess lived in a castle by a river.
She was very clever.
She always read and studied.
However, she hasnt seen the gergous nature around her, where she was living.
She had a stemother that hate her very much.
She had a lovely dog.
It was a very loyalty.
One day, her stepmother bought a basket of red apples from the local market.
The stepmother putted poison in apples.
Her dog saw what the stepmother do, so, when the stepmother gave the apple to her,
her dog jumped and ate the apple. Then, the dog died.

From Jeremy Harmer’s The practice of English language teaching (4 ed.), p-150
 S
Once upon a time, a beautif princess lived in a castle by a river.
She was very clever.
She always read and studied.
However, she hasnt seen the gergous nature around her, where she was living.
T S
She had a stemother that hate her very much.
S T
She had a lovely dog.
It was a very loyalty.
G
One day, her stepmother bought a basket of red apples from the local market.
The stepmother putted poison in apples.
Her dog saw what G
the stepmother do, so, when the stepmother gave the apple

˄T
to her, her dog jumped and ate the apple. Then, the dog died.

From Jeremy Harmer’s The practice of English language teaching (4 ed.), p-150