THE ASSESSMENT AND EVALUATION IN TEACHING ENGLISH AS A FOREIGN LANGUAGE (original) (raw)
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On the implementation level of the National Foreign Language Project for the period 2008 – 2020, now expanded to 2025 in Vietnam, Level 3/6 – VNFR (B1- CEFR) has been set as the learning outcomes for high school learners. Aiming at achieving this goal, EFL teachers’ perceptions and practices of assessing language learners are of great importance. Guiding documents have been launched officially supporting EFL teachers in implementing effective assessment of language learners and achieving the required learning outcomes. This paper reports the findings of high school EFL teachers’ perceptions and practices of assessing language learners in the central city of Vietnam. From the findings, practical suggestions are made with the hope to provide valuable basis for both learning improvement and teaching development.
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Even though assessment constitutes an essential component of any educational process, pre-service and in-service teachers at large seem to ignore its multiple implications and manifestations. Assessment continues to be regarded mainly as the summative evaluation which informs teachers of students´ success or failure in their learning process based on a numeric scale. This narrowed approach may be due in part to the lack of preparation and training both in teacher education programs and professional development programs. It is the aim of this paper thus to raise awareness of the relevance of Assessment Literacy (henceforth AL) in the field of English language teaching by re-examining some definitions of assessment, reviewing various studies in the area, analysing some models and alternatives for the evaluation and development of AL in English language teaching, and finally, offering conclusions and recommendations for the development of AL among prospective and in-service teachers so...
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Teaching English as a foreign language in Indonesia faces several challenges not only from the teachers, students, facilities, teaching and learning process, but also how to assess the students. This present study purposed to investigate the English teachers’ views in conducting English assessments accordance in with 2013 curriculum. This study is a qualitative. The subject of this study is junior high school English teacher in Yogyakarta, Indonesia. The research data were collected through in-depth interview and observation. The results of the study suggested that before teaching, the teachers have prepared the lesson plans which included the rubric of the assessments in 2013 curriculum. English assessments that were used by the teachers were product, skill or knowledge assessment and attitude assessment. In product assessment, there were project and portfolio assessments, while skill or knowledge assessment consisted of writing, speaking, reading, and listening assessments. Thus, ...
ASSESSMENT ESSAY - ENGLISH LANGUAGE EDUCATION
Putu Febry Valentina Griadhi, 2023
Assessment is the systematic and ongoing process of acquiring, evaluating, and applying data from measured outcomes to evaluate, quantify, and document many elements of learning, such as academic preparedness, learning progress, skill acquisition, and students' educational needs. It refers to the act of judging or deciding the amount, value, quality, or significance of anything, as well as the judgment or decision made. Assessments in the educational setting can take many different forms and are intended to measure specific aspects of learning, identify individual student shortcomings and strengths, and inform educational programming. There are three types of assessments, which are summative assessment, formative assessment, and diagnostic assessment. Summative assessment is a type of evaluation that is used at the end of a unit or course to assess a student's understanding and learning by comparing performance to a standard. Formative assessment refers to a wide range of approaches used by teachers to assess student comprehension, learning progress, and academic support during a lesson, unit, or course. Diagnostic assessment is a type of pre-assessment or pre-test used by teachers to evaluate students' strengths, weaknesses, knowledge, and skills before instruction, usually at the start of a course, grade level, unit, or lesson. These tests are intended to discover learning gaps, clarify misconceptions, and guide instructional tactics. Diagnostic tests are often low-stakes and do not contribute toward a student's grade. Assessment is important for instruction because it pushes teaching by promoting critical thinking, reasoning, and reflection, providing a high-quality learning environment, and allowing teachers to quantify the efficacy of their instruction by relating student performance to specific learning objectives. It also aids in the monitoring of students' progress, gives diagnostic feedback, and informs teaching methods, resulting in greater learning and the enhancement of teaching approaches. Assessment of student learning is an essential component of a good education, it influences grade, placement, advancement, instructional requirements, curriculum, and, in certain situations, making decisions. Both cognitive and non-cognitive diagnostic assessments must be used to ensure that students accomplish their learning objectives. A well-rounded assessment strategy also includes the implementation of higher-order thinking skills (HOTS), numeracy literacy, culturally responsive pedagogy, reflection, differentiated assessment, assessment instruments, and technological integration. This essay intends to demonstrate the importance of assessment procedures in understanding student learning and ensuring equitable opportunities for academic success through an observational study of assessment procedures in a Singaraja secondary school.
Voices Of EFL Teachers as Assessors: Their Opinions and Needs Regarding Language Assessment
Journal of Qualitative Research in Education - JOQRE , 2019
Employing a qualitative research design, this study aims to investigate the opinions of EFL teachers regarding their language assessment knowledge and identify their general and skill-based needs in this domain. The participants included 11 EFL teachers who were determined through purposeful sampling and working at different universities in Turkish higher education setting. The data collection process included the participants’ responses to seven open-ended questions that focused on their evaluations regarding the findings of a larger study investigating the language assessment knowledge of EFL teachers in Turkey and asked their needs in language testing and assessment. The data were analysed based on the qualitative content analysis by code-labelling and identifying the emerging themes. The findings indicated the insufficiency of trainings in both pre-service and in-service teacher education as the major reason of the low level in language assessment knowledge of EFL teachers. The teachers preferred hands-on trainings given by testing practitioners, and designed to improve them in assessing each skill separately. In the light of these findings, the study offers several suggestions for pre-service and in-service teacher education programs on language testing and assessment.
International Online Journal of Education and Teaching, 2020
On the grounds that assessment stands for a mirror of teaching and learning practices, its value cannot be ignored in teaching English as a Foreign Language (EFL) programmes as all those involved in foreign language teaching in non-native settings need constant feedback about the effectiveness of their ventures. Assessment of young learners of English has been also receiving rising attention as this group of language learners at the preliminary stages of learning a foreign language differ from adult learners in nature and thereby their assessment requires great care. While there exist continuous amendments in foreign language teaching policies nationally to improve the quality of EFL teaching and its assessment, it is significant to look inside the classrooms to realize whether the actual assessment practices reflect the performance outcomes expected by the policy documents. This paper, therefore, attempts to investigate the consistency between the ELT policy and EFL teachers' in-class practices of assessment of young learners in middle schools in the Turkish context. The study was conducted at the end of the spring term of 2017-2018 academic year with 152 EFL teachers working in middle schools in the central districts of Denizli province. The study employed both quantitative and qualitative research methods: the quantitative method provided information about EFL teachers' preferences of item types in terms of traditional and alternative assessment types with the help of a questionnaire while the qualitative method provided information about how frequently EFL teachers assessed four skills through exam papers they used in their classrooms. Results showed inconsistency between the policy and assessment practices of EFL teachers in the study: EFL teachers tended to design traditional paper and pencil tests based on language structures and vocabulary rather than the assessment of learners' communicative competence or language skills through alternative assessment methods.