READY Teacher's Guide-April 2026 - Flipbook - Page 15
There are also many suggestions for activities at different levels throughout the Teacher's Guide. Remember,
all the pupils can and should be involved. These ideas include suggestions for engaging pupils who benefit
from different learning styles (e.g. visual learners, auditory learners, kinesthetic learners, etc.) as well,
ultimately helping all pupils succeed in their learning objectives. All the suggestions can be expanded on to
fit each distinctively heterogenous classroom.
16. Assessment
Assessment has various purposes, but in the young learner classroom its main purpose is to provide
information which will benefit the pupil’s learning and inform instruction. To this end, a formative
assessment should be viewed as an ongoing process of collecting information on the pupil’s abilities,
difficulties, and progress, and a summative assessment to evaluate pupils' achievements. One of the most
effective means of obtaining this information is by observing the pupils in the classroom setting, recording
their performance as they are engaged in activities, reviewing samples of their work over time, and
evaluating performance-based tasks.
Several assessment tools have been provided to help teachers monitor pupils’ progress as they develop their
language and literacy skills throughout the year.
a. Reflection
Each part in the program ends with a reflection activity. This encourages learners to articulate their
thoughts about what they have learned. The reflection activity serves as a tool for the teacher to
sum up the lesson and be aware of what has been accomplished, what the pupils liked or did not
like, and use that information for future reference.
The reflection activity at the end of each part provides an opportunity to discuss new vocabulary
that was taught or reviewed in the lesson, and other questions that elicit discussion of texts, stories,
and themes of the unit. This provides the teacher the opportunity to check the pupils’
comprehension of the new material. The teacher should elicit as much material that was covered in
the lesson as possible. This will clearly show what pupils remember well and what they do not. The
teacher can use this opportunity to review material that pupils feel less confident with.
b. Putting It All Together
Throughout the program are five performance-based tasks, designed to provide an alternative form
of assessment and measure learners’ skills. This allows pupils to demonstrate the kinds of language
skills that may be required in a real-world context suitable for their age. After completing the
activities, pupils are referred to the assessment checklists in the Workbook, beginning on page 278.
Performance Task Assessment Rubrics are provided in the Assessment Tools Appendix III b.
c. Peer Assessment
The use of peer assessment has become an effective tool for formative assessment. It can address
both oral and written language skills and may be conducted individually, in pairs, or in groups.
However, the effectiveness of peer assessment depends largely on its implementation within a
supportive and non-threatening environment. Students may feel that they lack the linguistic
proficiency required to provide specific feedback, or they may be reluctant to express a personal
response. If learners lack confidence or the ability to give feedback, peer assessment is unlikely to be
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