Additional Task Module Three
TASK A: How do you assess your students’ learning and their needs, at what points during a course, and
why? Write around 600 words.
We don’t conduct any specific diagnostic test before the course in the company I’m correctly working for.
All employees take in-company English assessment at least once per 2 years. They get separate grades for
their speaking and writing performance. It is the speaking level that is normally taken into account when a
person wishes to enroll for a course. As long as their level stays valid, employees can take part in English
courses of that level.
The reason for assessment before the start of a course is to ensure equal English levels of learners in one
group. Such groups are much easier to manage than mixed-level groups. It also allows the teacher to make
the right choice regarding the course content.
In terms of students' needs I do needs analysis at the beginning of a course. It involves a short speaking
test where learners work in pairs or groups of three. They have to answer some questions from the
teacher; then they give a short monologue on a topic and their partner asks them a follow-up question at
the end; after that they role-play a short work-related dialogue. This session is recorded and the recording
is shared with the leaners. They are also provided with a handout that includes a set of questions learners
have to answer in order to analyze their performance during the assessment. When they complete the
tasks in the handout, I have a short conversation with each of them to discuss what they found out. To
make it easier for learners to analyze their speech I conduct a lesson where we discuss such aspects of
language as grammar rage and accuracy, lexical range, discourse management, interaction, and
pronunciation. This lesson usually takes place before we record the speaking test.
The aim of this needs analysis is to make learners more aware of their personal strengths and weaknesses,
help them set learning goals and thus make them more autonomous. Learners follow their personal goals
throughout the course and we discuss their progress and I give them recommendations when necessary.
Needs analysis may also help me to adjust the course content and add materials more relevant for the
learners.
Formative assessment takes place during the course when we complete a unit or finish a topic. It is usually
informal and takes the form of quizzes, games or peer-assessment as this is usually less stressful than
formal assessment. Peer-assessment and self-assessment are often used with speaking activities where
students are provided with success criteria against which they assess themselves or their peers.
I analyze the results to see if we need to revise any of the previously covered topics. We can return to
those in class or in homework. Sometimes I may also give individual feedback and recommendations to
someone who didn’t perform as well as the others. Self and peer- assessment also facilitates learner
autonomy as learners become more aware of criteria contributing to their success.
Summative assessment takes the form of in-company assessment again. After a level-up course each
learner has to take assessment to estimate the progress. Learners’ speaking and writing skills are assessed.
It is usually conducted by someone other than me to ensure objectiveness. This assessment allows me and
my learners to see how successful the course was and if the goals were achieved. It also helps to evaluate
the effectiveness of the course and decide if something needs to be changed.
