Суралцагсдын мэдлэгийн үнэлгээний системийг боловсронгуй болгох нь

Abstract

Assessment has long been regarded as a key component of a quality education and plays a central role in teaching language as well. In our view, teachers’ knowledge and preparation in assessment is lacking especially in EFL contexts. The study of Troudi, Coombe, and AI-Hamly (2009) in the United Arab Emirates and Kuwait confirmed “teachers often felt marginalized in the area of assessment because of their perceived lack of knowledge about the subject” (Coombe et al, 2012, p22). Language teachers in the National University of Mongolia are constantly engaged in designing different types of assessments and in some way, we encounter certain difficulties related to our knowledge of assessment literacy. Teachers need to have a fundamental understanding of assessment literacy in order to be as effective as possible in supporting learners to achieve their potential. This paper examines a concept of assessment especially the first area of assessment literacy, which is a teacher’s assessment knowledge and challenges related to assessment literacy. It also examines the strategies and the techniques that should be used in assessing the comprehension of four skills with reference to EFL classrooms. Thus, teachers can implement the appropriate techniques and utilize the assessment results to modify their classroom instruction, which entails the enhancement of their students’ learning abilities.