Abstract
Assessment and evaluation have always been important; they are linked to language teaching methodology, program outcomes, language teacher competencies, language standards and second language acquisition training. They can serve many different policies and can come in different forms. Assessment and evaluation have always been seen as the responsibility of the specialists, but they have rarely been included as a component in English language teacher (ELT) training. However, the ELT field has been experiencing a major shift in assessment and evaluation with effects on teachers, and learners around the world. It has also been influenced by a major questioning of traditional forms of testing and the underlying psychometric principles of measurement in ELT. Recent studies reveal that the reconceptualization of English language assessment and evaluation provides systematic information about student learning in relation to their performance and contributes to better understanding of their strengths and weaknesses. In many ways ELT has lagged behind the rest of education in the exploration of new theories and assessment and evaluation tools, including self-assessment. This research gap was generated partly because of the lack of integration with mainstream educational theory and practice in many areas of ELT, and partly because of powerful positions of traditional English language tests. The attempt to bridge this gap has lead to the research carried out. The aim of this article is to elaborate different assessment techniques that may better address student learning needs, improve student learning and engage students in self-assessment, including the sequence of steps that could lead to self-assessment. The study shows that the techniques implemented to develop self-assessment enable students to perform well.
Highlights
This article examines the importance of assessment and evaluation A major concern of English language teaching has been assessing and evaluating students’ progress during the course of study as well as their achievements at the end of it
It will show that the quality of the assessment and evaluation in the educational process has a profound link to students’ performance and can engage them in self-assessment which is most important in English language teaching
The present study focuses upon the qualitative approach of English language learning assessment and evaluation process in the educational system
Summary
This article examines the importance of assessment and evaluation A major concern of English language teaching has been assessing and evaluating students’ progress during the course of study as well as their achievements at the end of it. Assessment and evaluation give teachers useful information on how to improve their teaching methods. Assessment and evaluation are very important parts of the constructive alignment process. Evaluation of the course or module, by students and lecturers should feed back into the whole process of curriculum alignment, as well as reflect critically and constructively on the outcomes, the teaching and learning activities, the assessment and the experience of the course or module. Through the use of appropriate classroom assessment strategies and techniques, teachers can increase their students’ motivation and show them how well they have learned the language. Evaluation goes beyond learners’ achievements and language assessment to consider all aspects of teaching and learning. This paper will present some useful assessment and evaluation techniques that can assist language teachers to create a dynamic classroom situation for evaluation. It will show that the quality of the assessment and evaluation in the educational process has a profound link to students’ performance and can engage them in self-assessment which is most important in English language teaching
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