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Many times my students evaluate their own learning and grade their own exercises, mostly reading and listening comprehension and grammar. They cannot evaluate vocabulary or composition, those are unique for each student since the answers are never the same. If I think the little ones might be ‘tricky’ in changing their results, students evaluate other students’ tests and then share the results. I cannot do that with final exams either because of privacy reasons. At the end of the term, I always check how they have evaluated their class exercises, those are part of their final marks too.
In my current teaching situation, which means 30 to 33 students in the class, some of the activities are difficult to implement so I try to adapt them to my own needs. Students write tests in groups of 3, this is how we work at school. We think Teamwork is important. They write letters every end of term, that always works and is very effective. Recording themselves is a funny activity, they enjoy doing that but I can only organize that activity occasionally. I wish I had more timeand resources for vídeo editing. I have never asked students to keep a diary but I am definitely going to ask for one next year. They are going to do all the exercises and self-evaluation activities there. As for a questionnaire to evaluate their progress at the end of the course, I am going to use the one the course suggests (activity 3 unit 10) from now on for sure. I wish I had more time for regular tutorials too, but that is not possible given the amount of students I have (250) and the little time to meet each one of them. I can do that but not every term.

AT the end of almost every activity I try to make my students to evaluate themselves or their pair student< I check just some unit tests and final tests, and I find this very useful, because students have opportunity to find their mistakes themselves and it helps not to make the same mistake any more. We often describe in pairs what they liked or disliked about the activity and share ideas, how to make it beter.

Students review what they have learnt and write tests for each other. I will do it with my groups.

Students keep a diary about their learning process. This is what I am going to try nearest lessons with my students.

Teacher gives students a questionnaire about their progress at the end of the course.I like this way of evaluation and often use it.

Teacher conducts one-to-one tutorials with the students to talk about their progress. I think it's must do activity for every teacher, t'sthe way to work with individuality of each student, make effective interaction, engage students into learning, by finding some personal informatinn , we can motivate the students, personalizing the context of the tasks. It's effective way to get feedback from students, espesially shy students.

Our coursebook has the end-term amd unit progress check test that can help sts and t evaluate the quality of work. I allow sts to check the test each other to avoid the strict and strong teacher's judgement.
In some cases I use their incorrect grammar sentenses to find out the mistakes and correct them. For my adults, I'd use a diary of learning process where sts can follow their typical mistakes and minimize them the next time. As for young learners or teenagers, I'd ask to write the test for groupmates at home and discuss the mistakes privately.
I find difficult to use the student's listening and record their answers if there are more then 15 sts in the class. It's better to make some notes while the speaking and ask them to correct the sentences on the board or on the papers.
As for me, I swap the sts' homework and write down the correct answers on the board. Thus, sts evaluate each other.