The Classroom Assessment and its Educational Role in ELT

Abstract

In this paper, the research conductor sheds lights on the current trends of classroom assessment and the developmental role of scholastic testing in terms of their influential roles in the educational practices. The developmental theories of scholastic learning by researchers in the field of English language teaching and learning yielded effective consequences and practices that relevant to the philosophy of assessment in the agenda of educational attainments. Here, modern theories enhanced the assessment and testing scopes in the institutional domain as a pedagogical instrument to feedback learners and modify the educational outcomes, forwardly which in turn employed to derail the traditional or classical strategy of assessment practices. The assessments process in the educational settings is believed to be considered as a dynamic tool which assisted policymakers for example to modify the old-fashioned practices in the core of educational system, scientifically. In this sense, Tutors’ and tutees’ views are important to attaining progressive evaluation of language teaching programs. The researchers in the field of ELT have constructed criteria for instance to testing a good test so as to develop and strengthen the assessment agenda as well as to explore language learners’ performance in use. It is knowledgeable that the scientific analysis of assessment practices in the educational system turned to be highly complex and gained a systematic base to assure accuracy, accountability and fairness in measurement domain, for example. In general, the process of scholastic assessment can provide both of language instructors and test-takers with plethora and myriad of information concerning the academic attainments for learning students’ purposes. The new academic approaches of pedagogical assessment and language testing domain enabled policymakers or pedagogues in diagnosing ill-achievements and understand students’ learning needs. In return, formative assessment for example aided language teachers to feedback learners positively in order to monitor the growth of students’ skills and the rate of performance achievements. As a result, all stakeholders are involved as active participants to accomplishing the educational objectives. Key words: classroom assessment, language assessor, test-taker, scholastic- assessment, tutor and tutee.