Assignment V Roll No.

: 14308

Ans.I: We need to get feedback from the classroom because it reliably allows to ascertain what
actually happens when teaching-learning takes place. The feedback from the classroom is of
formative nature. It gives an opportunity to locate the loopholes if any and a chance to work out them
so that the language ability and teaching-learning develops as anticipated.

There are different ways in which this feedback can be done. Classroom observations, diaries,
notebooks, project reports, journals, checklists and inventories are a great source for the feedback
from the classroom. However, on the employment of the other perspective a holistic feedback can be
achieved that is rather complete and authentic. The feedback from the perspective of the teacher has
always been very reliable but it can also be done from the perspective of learners. This piece of
feedback is necessary to be involved, for it comes from the source that is the centre of all practices of
teaching-learning. Therefore, it must have its say in such feedbacks. The feedback from the
perspective of an outsider is equally valid and reliable. An outsiders feedback offers the bird view
feedback that takes into account the subtlest of the nuances.

Questionnaires are also an important way to get feedback. However, it is necessary to alter and flex it
according to the situation if the feedback needed should not be impartial and tilted.
Ans.II: Task G tests writing skills with focus on the elements of organising and developing a
thought. The task is bit controlled one, thus beneficial for the beginners. It is conducive to the
students developing the sense how a chunk of information is furnished using correct and exact
vocabulary. The sub-task of underlining the words that help the students identify the sequence,
addresses the students attention to the appropriate use of vocabulary so that the piece of write up is
cohesive and connected.

The elements of grammar along with comprehension of a grammatical form are enhanced through
task H. The task aims at examining the students not only the knowledge of non-finite verbs but also
the usage of it. Also, the use of the present and past participle is underscored here. Through it, the
student comes to learn the difference between the two forms of the verb though both are adjectives.
The task requires the student to apply the rule that present participle is used for active action and past
participle for passive action.

Task I aims at testing the use of linkers to realize how a piece of writing and speech can be organised
and developed using them. Here, in addition to the use of linkers, the focus is also on all the four
skills of the language.
Ans.IV. If I were the teacher using the task to evaluate Class X students, I would give the feedback to
the learners on the basis of the questions listed below:

(i) Did the learner finish the task within time?

(ii) Did the learner get what this tack was intended at?
(iii) What was the level of difficulty he found?
(iv) Were he/ she able to sense the context in all the tasks?
(v) Did he/ she utilise the hints and clues given?

I will certainly not give the feedback using two very objective terms: success and failure as these
two words may be both a source of embarrassment and pleasure. I will also allow my learners to
have their say in the process of feedback by letting them tell me whether they found the task
interesting and encouraging and what changes can be brought in to make it more scoring and
interesting.