Browsing by Author "Saoud, Ammar"

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    Formative Assessment: Energizing Learning, Empowers Teaching
    (جامعة الوادي - university of Eloued, 2020-03-15) Saoud, Ammar
    BSTRACT The impact of formative assessment on students’ achievement has recently received wider recognition and growing interest among researchers and educators. The present article tackles the specificities of formative assessment in English language education.It discusses some key issues surrounding classroom assessment ranging from conceptual definitions to practical implications. It also reviews the different roles of teachers and students within the formative assessment process. In addition, some defining characteristics and key principles are explored with a particular focus on the ongoing cycle of formative assessment (before-during-after instruction).Subsequently, the paper highlights the five key strategies of quality and effective assessment, and finally, it critically examines the significance of formative assessment by centering much attention on both students’ achievement and motivation as well as teachers’ efficacy.
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    Reflections On Marilee Sprenger’s Seven Steps: Seven Strategies For Maximum Learning
    (جامعة الوادي - University of Eloued, 2023-03-31) Saoud, Ammar
    Abstract Teaching and learning are inextricably linked cognitive process. Since the beginning of the 20 century, professionals and scholars in language teaching have strived for ways that could guarantee better outcomes in foreign language teaching classes. In their quest for better achievements , teachers, educators, and other involved parties moved beyond the age of traditional and archaic methods to effective and creative teaching practices. The present study focuses on highlighting the extent to which teachers as agents of change incorporate innovative strategies for success in the in an age of the21stcentury’s fast-changing globalized society who can teach effectively in diverse classrooms. Furthermore, this paper explores clear-cut strategies that aim to transform students from passive recipient’s of knowledge to active players, highly engaged and autonomous learners in their learning progress. A significant relationship exists between the seven strategies is interweaving all the threads of the process from motivation, memory, feedback, assessment and instructional practices. Substantially, this article deals with the impact of the seven teaching strategies that teachers learnt new things while teaching; the teachers learnt from their own experiences as learners and as teachers; and the teachers developed their teaching skills and continuously improved their knowledge which in return results in improving students achievement. الملخص يعرض المقال سبع خطوات لزيادة قدرة الطلاب على تلقي المعلومات في الذاكرة الفورية ، والعمل عليها في الذاكرة العاملة ، وتخزينها في الذاكرة طويلة المدى ، واستعادتها ومعالجتها في مواقف غير متوقعة - ذلك هو استخدام ما تعلموه عندما يحتاجون إليه. خطوة بخطوة ، سيكتشف المعلمون (1) كيفية الوصول إلى الطلاب وحثهم على حضور المعلومات الواردة ؛ (2) كيفية تشجيع التفكير لتمكين الطلاب بشكل أفضل اتصالات بالمعرفة السابقة ؛ (3) كيفية مساعدة الطلاب على إعادة ترميز المفاهيم الجديدة بكلماتهم الخاصة لتوضيح فهمهم ؛ (4) كيفية استخدام التغذية المرتدة لتوفير إطار عمل للتعلم وإظهار للدماغ ما هو مهم يجب تذكره ؛ (5) ) كيفية دمج استراتيجيات التمرين المتعددة التي توفر طرقًا متعددة للمواد المخزنة ؛ (6) كيفية هيكلة عمليات المراجعة بحيث يحتفظ الطلاب بالمعلومات بعد الاختبار ؛ و (7) كيفية مواءمة التعليمات والمراجعة والتقييم لمساعدة الطلاب بسهولة أكبر المعلومات