Republic of the Philippines

COTABATO STATE UNIVERSITY

College of Teacher Education
Sinsuat Avenue, Cotabato City
Tel. No.: (064) 552 – 1504 Email: education@ccspc.edu.ph

Assessment and Feedbacking in Teaching Speaking

Learning Outcomes:
At the end of the lesson, the students are expected to;
a. Analyze what Performance-Based Assessment in Teaching Teaching Speaking
b. Understand the importance of Feedbacking in Assessing Speaking; and,
c. Create a creative concept map defining the importance of Feedback in Assessing
Speaking.

Motivation Activity!
Guess the words using the pictures shown. Type in your answers on the chatbox.
 Republic of the Philippines
COTABATO STATE UNIVERSITY
College of Teacher Education
Sinsuat Avenue, Cotabato City
Tel. No.: (064) 552 – 1504 Email: education@ccspc.edu.ph

INTRODUCTION
Assessment is a broad term that includes all of the various methods used to determine the extent
of an individual's achievement. In teaching and learning contexts, assessment refers the methods
used to determine achievement of learning outcomes.
(Source: https://www.edcan.org.au/assets/edcan/ fles/docs/EdCan-Overview of Assessment.pdf)

Feedback is information given to the learner or teacher about the learner's performance relative
to learning goals or outcomes. It should aim towards (and be capable of producing) improvement
in students' learning.
(Source: https:// educationendowmentfoundation.ore.uk/evidence-summaries/ teaching-learning-
toolkit/feedback/)

LEARNING CONTENT:

Performance-Based Assessment in Teaching Speaking

Scholars and educators have contended whether traditional paper-pencil tests really provide a
true assessment of student learning, urging them to look for better, more authentic forms of
assessment. One such alternative is found in performance-based assessment, a type of authentic
assessment that is meant to measure deeper understanding through skills and ability (Soto et al.,
2017, p. 589).
Performance-based assessment is literally assessment using one's performance of a task or
activity as a basis. From this perspective, the best way to assess a skill is to have that skill
performed. Moreover, to be authentic tasks and activities have to replicate real-life situations as
closely as possible.

Feedbacking in Assessing Speaking

Feedbacking is an indispensable tool in the teaching-learning process, especially so in the
communicative classroom where teacher-direction is reduced. It not only informs the learner of
the quality of his/her performance but also gives him/her instructions on how to improve. As
Harmer (2007) puts it, even summative assessments become "formative" through feedback. This
 Republic of the Philippines
COTABATO STATE UNIVERSITY
College of Teacher Education
Sinsuat Avenue, Cotabato City
Tel. No.: (064) 552 – 1504 Email: education@ccspc.edu.ph

means that tests and performance tasks do a great help in the formation of concepts and skills
when properly relayed to students in the form of feedback.

On a more affective level, feedbacking reinforces in the learner's mind the significance of the
knowledge or skill being acquired as well as the value of the learer himself, as it may be seen as
another way of saying "You are important, that's why I am giving you this news". Thus, we
teachers should find all means possible to give necessary feedback to our students.

Kerr (2017) gives six strategies for positive feedback.

1. Using praise
2 . Highlighting accurate and appropriate language use, rather than indicating errors
3. Planning the monitoring of speaking activities
4. Adopting a supportive manner
5. Encouraging positive feedback from peers
6. Showing interest in the content of what students have said

Consistent

Similar type of
feedback given by all
teachers using the
assessment Specific
Tangible & Transparent
Learning intentions &
Relationships help
success criteria drive
ensure feedback will be
feedback
considered and applied

Feedback
Timely and on-going User-friendly
Relles on formatve Use levels of feedback to
assessment differentiate for students
Consistent

Similar type of
feedback given by all
teachers using the
assessment
 Republic of the Philippines
COTABATO STATE UNIVERSITY
College of Teacher Education
Sinsuat Avenue, Cotabato City
Tel. No.: (064) 552 – 1504 Email: education@ccspc.edu.ph

Assessment:
On a ½ yellow pad, create a creative concept map defining the a. importance of Feedback in
Assessing Speaking.

Criteria:
Content – 10%
Creativity- 10%
Neatness- 5%
Total- 25%

References:
https://www.edcan.org.au/assets/edcan/ fles/docs/EdCan-Overview of Assessment.pdf
https:// educationendowmentfoundation.ore.uk/evidence-summaries/
teaching-learning-toolkit/feedback/
Harmer,J.2007.The Practice of English Language Teaching.
https://www.academia.edu/19053666/Harmer_J_2007_The_Practice_of_English_Language_Tea
ching
Kerr, P. (2017a). Giving feedback on speaking. Part of the Cambridge Papers in ELT series.
[pdf] Cambridge: Cambridge University Press. Available at https://www.cambridge.org/gb
files/4515/7488/5712/CambridgePapersinELT_FeedbackOnSpeaking_2018_ONLINE.pdf

Prepared by: Joana Frances Mangonon BSED English 2A

 Republic of the Philippines
COTABATO STATE UNIVERSITY
College of Teacher Education
Sinsuat Avenue, Cotabato City
Tel. No.: (064) 552 – 1504 Email: education@ccspc.edu.ph