Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

Feedback and Feedforward. One of the key constituents in data col-
lection is providing valuable feedback. Both written and oral feedback can 
be useful input for students to work on their weaknesses. It is important 
that feedback is timely (so that students can act on it to make changes 
during the learning process), clear (so that students understand and feel 
confident about actions to be taken) and future-oriented (so that students 
feel that the efforts that they are going to take are meaningful for and influ-

---

109
CHAPTER THREE: LANGUAGE ASSESSMENT/TESTING
ential on their academic success) Thus, teacher’s role in this process is not 
only indicating the problem but also suggesting ways to overcome and 
address the identified problem. In the literature this is called feedforward 
i.e. advice and instructions from a teacher to students for further improve-
ment. Feedforward might be dependent not only on how comments are 
written but also on what students do with them.
ACTION
Think how you can use the results of assessments (classroom, mid-
term, etc.) to make changes in your teaching. Describe the challenges 
that you might face? Then write an action plan focusing on the follow-
ings:
• describe an assessment tool used to gather data about students 
(what the task or activity involves)
• explain how the gathered information can be used by you to 
make changes
• speculate on possible issues that might arise in this process based 
on your experience in your teaching context
• provide some plausible ways of addressing these issues and mak-
ing the implementation of data effective and useful 
SUMMARY
Using assessment data is central to evidence-based discovery of is-
sues. If teachers want to see improvements in the way they teach as well 
as in the way students learn, they need to be conscious of immediate data 
that they have at hand. One of the primary measures taken in response to 
identified issues is feedback, which should aim forward to make an impact 
on students’ skills and knowledge enhancement. Therefore, to make this 
impact even stronger, assessment forms such as dynamic assessment are 
critical at both identifying issues, digging for more evidence as the assess-
ment process goes and finally remediating them.
HOMEWORK TASK TWELVE
Please refer to the Diagnostic Assessment Tool you chose for Home-
work Task Eleven. In a page, please explain how you will use the informa-
tion you learn to make informed decisions about your lesson plan DURING 
the lesson. For instance, are there key areas you are interested in that might 
cause some confusion for your students?

---

110
RECONCEPTUALIZING LANGUAGE TEACHING
RESOURCES
1. https://www.ucd.ie/t4cms/UCDTLA0044.pdf
[accessed August 1, 
2018]
2. https://www.theguardian.com/teacher-network/teach-
er-blog/2013/aug/29/assessment-for-learing-effective-classroom
[accessed August 1, 2018]
3. https://www.msdf.org/blog/2012/05/education-testing-assess-
ment-of-learning-versus-assessment-for-learning/# [accessed Au-
gust 3, 2018]
4. https://www.classroomassessments.com/blog/assess-
ment-for-learning-vs.-assessment-of-learning 
[accessed August 2, 
2018]
5. Jiang, H. & Hill, F. M (Eds.) (2018). Teacher learning with classroom 
assessment
. Perspectives from Asia Pacific. Singapore: Springer.
REFERENCES
1. Bourke, R., & Mentis, M. (2013). Self-assessment as a process for in-
clusion. International Journal of Inclusive Education, 17(8), 854-867.
2. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of 
Educational Research
, 77(1), 81-112. 
3. Norton, L. (2007). Using assessment to promote quality learning in 
higher education. In Campbell & L. Norton (Eds.), Learning, teach-
ing and assessing in higher education: Developing reflective practice
(pp.92-101). Southernhay East: Learning Matters. 
4. Vygotsky, L. (1978). Mind in society: The development of higher psy-
chological processes
. Cambridge, MA: Harvard University Press.

---

111
CHAPTER THREE: LANGUAGE ASSESSMENT/TESTING