Evaluating and improving informal assessment in the university language classroom

Abstract

This paper draws on previous research to identify a specific set of criteria for evaluating assessments for learning which are not trialled and for which the teacher is the only rater. The paper suggests that four criteria be used for the evaluation of assessment for learning in the language classroom: impact, fairness, activity, and feedback. The resulting framework is based on the belief that qualities of assessments for learning should build on the particular strengths of tests developed by teachers: teachers and learners know each other; learning continues after the assessment and is influenced by its outcome; communication about the result is a key feature of assessments for learning. The framework provides a tool for university language teachers to review the quality of their assessments and aims to encourage reflection and discussion amongst practitioners.