Атты студенттердің IV жоо аралық дәстүрлі ғылыми конференциясының ЕҢбектері
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- PORTFOLIO AS A TOOL OF ASSESSMENT FOR TEACHER AND TIVATOR FOR LEARNERS IN INTERMEDIATE CLASS Yevgeniya Radyuk
- Low need for Intimacy (affiliation)
- Key Words
- Research tools
- MASTERPIECE IN 50 WORDS: MINI SAGA -ENHANCES STUDENTS WRITING SKILLS. Sandugash Kossemenova, Assemgul Uteuova
High need for Intimacy (affiliation)
Give balanced feedback
Maintain close, friendly relationships
Avoid giving negative feedback
Look for ways to create harmony
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Conclusion 1) Teacher candidates rate moderate in the needs for achievement, power, intimacy. 2) Priority motivation is given to intimacy need first, then achievement, finally power. 3) Positive correlation is found between power need and students' motivation to be a leader. 4) Positive correlation is found between intimacy need and motivation to maintain close relationship with teacher and peers. 5) Teachers should consider individual differences in students' needs for achievement, power, intimacy in order to improve teaching/ learning productivity. 6) Students with high/low needs for achievement, power, intimacy require different teaching methods and techniques. References 1. McClelland,D.C.,(1961). The achieving society. Princeton, NJ. 2. McClelland, D.C.,&Koestner, R.(1992). The achievement motive. InC. P. Smith(Ed.),Motivation and personality: Handbook of thematic content analysis (pp. 143–152). New York: Cambridge University Press 3. McClelland, D. C. (1985). How motives, skills, and values determine what people do. American Psychologist, 40(7), 812-825. 4. Winter, D. G. (1991). Manual for scoring motive imagery in running text (3rd ed.). Unpublished manuscript, Department of psychology, University of
Michigan, Ann
Arbor 5.
Winter, D.
G. (1973).
The power
motive. New
York: Free
Press 6. Schultheiss, O. C. (2008). Implicit motives. In O. John, R. Robins, & L. Pervin (Eds.), Handbook of Personality: Theory and Research (pp. 603-633). New York, NY: Guilford Press. 7. McAdams.(2001) Personal Narratives and Life Story, Chapter 8,. УДК 37(094)
who are able to make his own decisions, choses and who are responsible for all his deeds. The role of education (secondary/high) in this process is considerable. As modern conception of education says it is necessary to develop students’ autonomy, responsibility for their learning and ability to assess themselves. As our educational system is going to change to present both the needs of our students and the increasing demands of society, then a “back to basics” approach that stresses direct teaching and standardized testing is not the answer. Because information changes so rapidly, students must learn to manage the exchange of information through research, reading, and evaluation that leads to writing about what they have found and learned in an organized fashion. Creating a portfolio Low need for Intimacy (affiliation)
involve students to team works
provide the work with a significant personal interaction
restore a positive effect relation with a student 748
that showcases the talent and growth of the student as a writer, reader, and editor serves the needs of the student, and it helps to create literate, confident problem-solvers who have tangible evidence of their success. [1] The use of portfolios is not new, but usually teachers try not to use it because lack of time, in this research paper I provide reasons for using portfolio in English Intermediate classes. Scott Thornbury (2006, p170) identifies portfolio as a collection of original work that is put together by a student for the purposes of assessment. ‘… is a collection of original work that is put together by a student for the purposes of assessment. It may include examples of classwork, such as written compositions, or of homework, such as projects, or even audio or video recordings. It may also include some form of self- assessment or reflection. [2]
The aim of this research is to show the evidence of using portfolio in English class as an effective tool of assessment which now is also described as a part of authentic assessment. Second aim of special importance is to use portfolio as motivator for learners, develop their responsibility for learning, interest and autonomy. According to Grant Wiggins (1990), “Assessment is authentic when we directly examine student performances on worthy intellectual tasks.” [3] I plan to use portfolios and their assessment by both the teacher and student to perform real-life tasks and see by portfolio not only partial abilities which traditional/official tests can measure but also see learner’s cultural awareness. According to Peggy Bishop (1996), portfolios are one of the best ways for students to analyze their strengths and weaknesses as writers, to construct learning, as they need it to create the portfolio, and to demonstrate their abilities in a variety of ways. [4] Portfolio started implementation in Suleyman Demirel University with student of Two Foreign Languages department freshmen; their English teacher accepted the purpose to lead portfolio according with syllabus. They learn English with the book Straightforward Intermediate B1 level beside it, they have portfolio assignments. This experience will show as student’s readiness to make portfolio, their attitude, how responsible they are. Research tools: portfolio with assignments, questionnaire, interview. Literature review Definition: Portfolio itself defines as a collection of original work that is put together by a student for the purposes of assessment. (Thornburry, 2006) In the study of portfolio assessment there are different opinions given by scholars. Neiman (cited in Serhani 2007) defines portfolio assessment as a selected collection of work that shows not only the best work, but also the development of the individual's work over a period of time. The students are expected to be independent thinkers or produce individual solutions to problems they face. [5] Ramazan (2012) asserts that a portfolio, in education, stands for a kind of student-centered assessment. Unlike the traditional assessment processes, portfolio assessments enable learners to participate in the evaluation of their own works because students can decide the content of the portfolio through the given directions of the instructor. For some teachers, portfolio is part of an alternative assessment can either include students’ achievements or simply document their best work. For other teachers, the portfolio documents the students’ learning process, and still others use it as a means of promoting learner reflection. [6] Similarly by O’Malley and Pierce (1996) the language portfolio can be defined as a “systematic collection of student work that is analyzed to show progress over time with regard to 749
instructional objectives”. Examples of portfolio tasks include various written texts, drawings, learning logs, student reflections and audio or video tapes, usually with teacher and student comments on the progress made by the owner of the portfolio. In portfolio assessment students are invited to select samples of their own work to show growth and learning over time. [7] As the discussion shows, different types and purposes of portfolio must distinguish use of the term language portfolio in current evaluation literature
According to Columba & Dolgos (1995), there are basically three types of portfolios to consider for classroom use.
work. This type of portfolio is similar to an artist’s portfolio where a variety of work is selected to reflect breadth of talent. Therefore, in this portfolio the student selects what he or she thinks is representative work. This folder is most often seen at open houses and parent visitations Teacher-Student Portfolio: This type of portfolio is often called the “working portfolio” or a “working folder”. This is an interactive teacher-student portfolio that aids in communication between teacher and student. The teacher and student conference to add or delete within the content of the show-case portfolio Teacher Alternative Assessment Portfolio: All the items in this type of portfolio are scored, rated, ranked, or evaluated. Teachers can keep individual student portfolios that are solely for the teacher’s use as an assessment tool. This is a focused type of portfolio and is a model of the holistic approach to assessment [8] Authentic assessment Several terms referring to types of assessment are mentioned before. Performance assessment and performance-based assessment describe assessment methods that require students to demonstrate what they know and can do by applying specific skills and competencies to a learning task. These tasks are often referred to as authentic assessments because they typically are designed to involve students in responding to a real-life task or problem. According to O’Malley and Valdez Pierce (1996) authentic assessment is the term describes the multiple forms of assessment that reflect student learning, achievement, motivation, and attitudes on instructionally relevant classroom activities. Authentic assessment includes a variety of measures that can be adapted for different situations. One of them is Portfolio - focused collection of student work to show progress over time. Advantages of portfolio: integrates information from a number sources, gives overall picture of student performance and learning, strong student involvement and commitment, calls for student self-assessment. [7]
The research proposal was to see the advantages of Portfolio from student’s and teacher’s perspective through introduction Teacher-Student Portfolio (working folder) to the freshmen group with Intermediate level in Suleyman Demirel University. Observation, questionnaires were made among teachers and students. There was conducted pre-test with students. Test’s objectives are: analyzing are students informed about portfolio assessment, would they feel accomplishment, fulfillment with total works in portfolio, is interesting and useful for them. 750
For English Language teachers there was taken test the main point which are: difficulties in assessment, what type of assessment do they prefer, do instructors facilitate students autonomy and how they do it, reasons for using Portfolio. Research Findings I began making Portfolio with giving a writing task according to the topic they was passing that moment. Week was given to students, next lesson all student brought their first task, after English language teacher gave them assignments and collected them in the folders that she holds in teacher’s room. Students had access to their Portfolios only after lessons, and teacher can remind them which tasks they missed. After one month there were collected 8 tasks, some of them were made during lessons, other were given as additional home work, 2 of them were speaking tasks - feedback from teacher were included in Portfolios. Most of students approximately 80% were able to successfully make a portfolio. I was surprised by the attitude that many students showed: They were enthusiastic in their efforts and were responsible for their assignments. Recently I asked a group of learners three questions. These questions and the learners’ replies are set out below: Do you find that English Portfolio helps you to learn foreign languages and how? Yes, I do. Because doing Portfolio I found some information and learned more a new words I think yes, because teacher gave us different home assignments and we need to remember and save it Yes, I think it helps me to learn, because I can see the results of my work and see my mistakes Maybe. It helps to see all the process that student do during the semester. Therefore I can make conclusion of my work. I don’t find it useful, but it interesting work Is everything in English Portfolio clear or do you need your teacher’s help? If you do, what with?
What is missing from English Portfolio? What would you like to improve? I think there is nothing missing I have no idea to add Actually I don’t know. I’d like to improve that English Portfolio will be more often Some activities, which we would do together with the whole group.
These replies mostly confirm what has been said above and show an additional advantage of Portfolio, students find it entertaining, which is highly motivating for them. This means that the idea of focusing on the learner has had a favorable impact on the learning process. From the teacher’s perspective what does it mean making portfolio and what for?
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Almost 95% of teacher use both traditional and authentic assessment. Because lack of time most teacher don’t use Portfolios (the process-oriented). On the question: If you had enough time and used portfolio, would it help you to assess students? Answers were different, most of them never used it before and have no idea how it can impact on assessment in general. Other teacher assumes that it would develop critical thinking and creativity and it would help to assess students. There is opinion that Portfolio is not appropriate assignment, also it could help student face their own success but not be helpful as an assessment tool, opinions differ. Teacher who use portfolio on their English classes say that it help to student’s self-control, it shows the result of whole performance during year or semester, also it helps to monitor student’s learning pace and frequency; makes learning organized. Portfolio gives opportunity to students to revise their assignments and reflect on them. In other word self-assessment can be introduced through Portfolio. Conclusions With implementation of Portfolio first: both sides: teacher and student should know the goals of what they are creating. Secondly teacher is responsible for effective supervising and developing interest, autonomy and responsibility in students, it can be made with the help of creating Portfolio. Portfolio assessment provides more authentic assessment of students’ achievement and students’ performances in contexts, it encourages learners to be independent and self-directed, and enhances communication between teacher and students. It can provide opportunities for learners to demonstrate their weaknesses and strengths and for teachers to direct their teaching. It also can encourage students to take responsibility for their own learning, and enhance student- teacher communication. In addition, portfolio assessment has a potential to demonstrate students’ learning process and leaning product over time. As a result, portfolio gives detailed information about students’ development in learning process to teacher, parents and students themselves. So, it can be recommended for assessment in English classes in Kazakhstan. References [1] Jerry Odell & Chappell Jennifer Borek “Using Portfolios Effectively in Tenth Grade English Classrooms” [2] Scott Thornburry, (2006) “An A-Z of ELT” [3] Wiggins, G. (1990).
The case
for authentic assessment. Practical Assessment, Research, & Evaluation, 2(2). Available online: http://ericae.net/pare/getvn.asp?v=2&n=2 . [4] Bishop, P. A. (1996). Promoting student self-knowledge though writing portfolios. Middle School Journal, 27(1), 33-36. [5] Serhani, W. F. A. (2007). The effect of portfolio assessment on the writing performance of EFL secondary school students in Saudi Arabia. Kingdom of Saudi Arabia: Taibah University. [6] Ramazan (2012). Portfolio assessment in English language teaching (ELT). Journal of Education, 1 (1). [7] O’Malley, M. and L. Valdez Pierce. 1996. Authentic assessment for English language learners: Practical Approaches for Teachers. New York: Addison-Wesley Publishing Company. [8] Columba, L., and Dolgos, K.A. (1995). Portfolio assessment in mathematics. “Reading Improvement,” 32 (3): 174-176
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УДК 37.013 MASTERPIECE IN 50 WORDS: MINI SAGA -ENHANCES STUDENTS WRITING SKILLS. Sandugash Kossemenova, Assemgul Uteuova Suleyman Demirel University Abstract. Mini- saga is a piece of academic writing which consists of 50 words, no less, no more and not including the title. It is micro story that grab readers’ attention and cast a spell over own mysteriousness. Each 50 word is packed with life lessons. Many people think that it’s easy to write 50 words, but others don’t agree. So, here in the present research we are trying to reveal possible benefits and advantages of writing mini-sagas in SLA with university level students. Conducting general survey, we want to understand how it works, in order to make further improvements in writing in SLA. Moreover, by the case study we want to show how one student can increase and improve his writing productivity by mini-saga writing. In addition, the research results showed that writing becomes much fun and enjoyable with mini-sagas, and can be used by teacher with a different emphasis and objective according to students’ needs. We believe that our research will be useful both for teachers and students in their ESL/EFL classes.
When English language learners are given freedom in writing tasks: as free topic and unclear amount of words, it is quite confusing, because you don't exactly know how it should be done. Moreover, learners need easy and enjoyable writing tasks in order to not get bored. So the mini-sagas were the best solution for us.
The aim of the article is: to introduce with unknown term, make research and reveal the possible benefits of writing mini- sagas. Moreover, to discipline language learners in doing writing tasks and making writing tasks fun and easy. 1.3 Research questions and/or hypothesis The study comes up with the following research questions to see how mini-sagas can be most effective and beneficial to students of ESL/EFL: -What is mini- saga? -How useful it is? -What are the advantages and disadvantages of mini-saga in developing writing skills? -What are the benefits of writing mini-sagas in EFL/ESL? -What are the tips and structure? How to write a good mini-saga?
The idea of mini- saga was invented by Brian Wilson Aldiss, which appeared in 1982 in The Sunday Telegraph, an English newspaper. Brian Aldiss is a poet, playwright, critic and science-fiction writer; also he is the author of more than 75 books. He was born on 18 August, 1925 in Dereham, Norfolk. Brian Aldiss has held several competitions. The first competition was in 1999, April, to write mini- saga exactly in 50 words. According to The Telegraph, “The winner receives £1,000, the second prize is £500 (both donated by the Jerwood Charitable Foundation). Three highly commended authors win a place on an Arvon writing course (now worth £320), and 10 stories pick up a £50 book token donated by The Daily Telegraph.”
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