Page 212 - Teaching English at Primary Level: From Theory into the Classroom

Formative Assessment and Feedback

1. I can greet people in English.
2. I can name classroom equipment and
school supplies.
3. I can understand instructions in English.
4. I can recognise greetings in different
languages.
5. I can write the letters x, y, w, and q.
6. I can ask about and describe the weather.
7. I can name types of sports and sports
equipment in English.
8. I can say which sports I can do and which I
can’t.

Figure 14.3
Example of Self-Assessment Task for YLs
(Bratož et al., 2019, p. 31)

I can’t do this yet. I can do this with help. I can do this on my I’m an expert and can
own. teach someone else.
Designed by pch.vector/Freepik
Figure 14.4 Self-Check Questionnaire for YLs

AfL promotes a dynamic and responsive approach to teaching and learn-
ing, fostering a supportive environment and enhancing YLs’ metacognitive
skills. In this way, YLs are given the opportunity to assess their own under-
standing of what they are learning, identify areas which need improvement
and learn how to ask for help and support. By continuously assessing YLLs
throughout the learning process, teachers can thus pinpoint areas where
they excel and areas where they need additional support. This allows for tar-
geted instruction and personalized learning experiences.

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