CLIL Essentials

2.11 Focus on assessment Participant worksheet

Giving feedback - Answers

These are suggested answers only.

1. What was achieved?

 Learner answered the question i.e. achieved the task required.
 Learner respected word count
 Writing organised into clear paragraphs, introduction, arguments for, arguments against, conclusion.

2. How best can we give learner feedback?

Strengths
 Planning and organisation
 Analysing: comparing, structuring and
organising
 Understanding the subject: explaining and
summarising
 Clear communication of opinion / ideas
 Writing organised into clear paragraphs
 Good attempt at using functional language i.e.
linkers to sequence ideas and to give opinions
for and against an argument in a formal piece of
writing
Points for development
 Non-use of pronouns in topic sentences –
control of paragraph structure
 Sentence structure: e.g. can + base form (not can
+ be + base form. Usual + to infinitive (not usual +
gerund)
 Overuse of ‘s’ / uncountable nouns e.g.
experiences and works (no ‘s’)
 Paragraph structure i.e. needs to expand/develop
points more perhaps with examples etc.

3. How can we help the learner improve further?

Look at the points for development you identified in question 2. Make practical suggestions for
activities/tasks to help the student work on the identified areas.
 Focus on paragraph structure – make use of drafting opportunities and peer editing.
 Alternatively you could use a ‘frame’ to help the student focus on appropriate paragraph structure,
perhaps using a similar argument whereby you focus on opening and closing devices and the use of
functional language. Learners could, after brainstorming their arguments, complete the essay frame.
The planning stage will also help learners clarify their ideas and help them express their ideas more
clearly.
 For the grammatical errors, you could highlight them with a different colour so they are easy for the
learner to categorise and consequently self-correct. These errors should be logged somewhere so they
remain as a checklist for the learner to come back to after each piece of writing to ensure they do not
continue to make the same mistakes.

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