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{"id":5746,"date":"2017-07-17T15:02:24","date_gmt":"2017-07-17T11:02:24","guid":{"rendered":"http:\/\/englishbookgeorgia.com\/blogebg\/?p=5746"},"modified":"2017-10-17T12:26:50","modified_gmt":"2017-10-17T08:26:50","slug":"learning-oriented-assessment","status":"publish","type":"post","link":"https:\/\/englishbookgeorgia.com\/blogebg\/learning-oriented-assessment\/","title":{"rendered":"Learning Oriented Assessment"},"content":{"rendered":"

\"images\"<\/p>\n

The LOA cycle starts at the \u201cmacro level\u201d, where key learning objectives are set at the start of a course. These objectives allow us to create a syllabus, which moves us into the \u201cmicro level\u201d, where the course is actually taught. At this level, teachers are asked to identify a task designed to help students to work toward one of the learning objectives. This task is to be observed and informally assessed by the teacher.<\/p>\n

The teachers are then to use these observations to make decisions on how to further organize the course. This includes giving students feedback on their performance, but could also involve changing the tasks ahead in accordance to students\u2019 needs.<\/p>\n

Teachers can also use a formal proficiency exam at the end of the course, the results of which can be used to complete the students\u2019 profile. This allows them to combine evidence of learning and evidence for learning.<\/p>\n

If you\u2019re interested in implementing the LOA cycle in your classroom, here are some tips:<\/p>\n