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M1. Introduction

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Abdujalil Kurbonov
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8 views

M1. Introduction

Uploaded by

Abdujalil Kurbonov
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Introduction to the

subject assessment of
language skills
Outline:
• Use and adapt resources
• Range of technology
• Different issues and concepts related to
assessment
• Types of assessments
• For educators, assessing students' progress is as
necessary as planning engaging activities or building
lessons around core themes. Without assessment
teachers have no way of knowing what types of help
their students need, and assessing students can also
gauge their progress through a course of study. This is
true in ESL classrooms as well as in single-language
settings. There are a wide range of options for ESL
educators to choose from when assessing their
students' grasp of the English language.
• The main objective of assessment is for
the learner to showcase their
understanding of content and
accomplishment of learning outcomes,
providing evidence of their learning. This
also offers crucial insights into their
strengths and areas in need of
improvement. For
teachers, assessment serves as an
opportunity to assess the effectiveness of
Language testing
• It is a broad category of testing
that assesses aspects of a person's ability
to understand or communicate in a
particular language. Language testing is
used for a variety of purposes. In academic
settings, language testing can assess a
student's current abilities or progress for
the purposes of academic placement. In
professional settings, language testing
can determine whether a candidate has
Productive Skills and Types of
Assessment
• Language skills are often divided into
receptive and productive skills.
• Reading and listening are placed in the first
category, and here “meaning is extracted
from the discourse” (Harmer, 2007, p. 265).
• The assessment of the productive skills can
be done using summative and formative
procedures. Bloom et al. (1971), in their now
classic “Handbook of formative and
summative evaluation of student learning”
define summative evaluation as the “type of
evaluation used at the end of a term, course,
or program for purposes of grading,
certification, evaluation of progress, or
research on the effectiveness of a
curriculum, course of study, or educational
plan”
• Formative assessment is successfully
embedded in lesson plans and learning
activities, and it is administered
midstream in the course of some unit
of instruction.
Its primary purpose usually is one or
a combination of the following:
• identify the gap: identify each student’s
strengths and weaknesses and compare
them to the desired outcomes;
• feedback: provide tailor-made feedback
that is comprehensible and relevant to the
students so that they can act on it (i.e., the
feedback provided by the teachers has to
be specific to each student, constructive
and motivating);
• learning progress: help students to be
aware of their development processes, aid
them in guiding their own learning, revising
their work, and gaining self-evaluation
skills;
• student involvement: since formative
assessment is embedded in the learning
process and students and teachers work
together to achieve curriculum goals,
teachers should ensure that students are
given a voice in their assessment.
• adaptation of instruction: following the
feedback received from the students, teachers
decide what to do next: continue with the
following topic or use the data collected from
the students, to make responsive adjustments
to their instruction (e.g., use new instruction
methods, techniques and materials to explain
the topic once more so that it meets the needs
of a bigger number of students in your class);
• no student left behind: support the idea
that every student can thrive if supported
with appropriate instruction and feedback;
• parent-teacher cooperation: provide
student families with information about
the development of the student to
improve collaboration between parents
and teachers
Resources:
• Russell, M.K. & Airasian, P.W. 2012. Classroom assessment: Consepts
and applications (7th Ed). New York: McGraw-Hill.
• Brown, H.D., & Abeywickrama, language assessment principles and
classroom practices New York: Pearson education Inc.P.2010.

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