Motivating
Students by Modifying Evaluation Methods
A
foreign language learner’s motivation can be influenced by many factors:
social, psychological education, and economical. Teachers can do a lot to
motivate their students by being observant, understanding, informed, and
tactful.
Norm-referenced evaluation is like athletic competition in the prize
winners are scare. Criterion-referenced evaluation measures a student’s
performance by comparing it to a defined of knowledge or skills <Bachman
1990: 74-76>. The students are evaluated according to standards, not each
other. Objectives-referenced evaluation works well with essays and should be an
integral part of the everyday teaching process. Teachers should not unrealistic
demands or judgment criteria for their students, but rather depend on
objectives referencing to evaluate both their students’ performance and their
own teaching. When teachers evaluate students’ performance, it should be done
as one of several means to help students succeed in learning. Analytic
assessment point out specific aspects of a students’ performance.
Students have different tolerance because
they differ from other students in such diverse aspects as their family,
educational history, learning strategies, and attitude for foreign language
learning <Eillis 1994>. These are 3 techniques for improving how we
evaluate our students’ work:
1. Diachronic
evaluation.
2. Split
method.
3. Dynamic
view.
Learning a foreign language is a long and complex task.
Students should encourage their selves
to learn. These are many methods to motivate them to learn well like
focus on success and achievement, use objectives-referenced testing. I think it
is useful for teachers to choose these methods to motivate students.
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