Assessing Students in an Authentic and Ongoing Manner in the English Classroom

2017 ◽  
Vol 7 (3) ◽  
pp. 159
Author(s):  
Diego P. Ortega ◽  
Olga E. Minchala
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Positive Impact ◽  
Historical Background ◽  
Assessment Practices ◽  
Testing Procedures ◽  
Authentic Assessments ◽  
Performance Based Assessment ◽  
English Classroom ◽  
Teaching Learning

These days, assessment has a central role in the teaching-learning process of different subjects. Teachers are expected to shift away from traditional, dominant testing procedures and employ authentic, genuine assessment practices in today’s education. When authentic assessments are incorporated into the classroom, teachers are more likely to obtain a more complete picture of what their (language) students know and can do over the course of instruction. Thus it is imperative to get a solid understanding of Performance-Based Assessment (PBA) and Formative Assessment, as the application of these kinds of assessments can have a positive impact upon (language) learning and enhance teaching as well. Therefore, in order to better apply the aforementioned assessments in the language learning classroom, this article examines authentic assessment vs. standardized assessment, PBA, authentic strategies of PBA, the historical background and conceptualization of formative assessment, the fundamentals and attributes of formative assessment and its applications, as well as it discusses formative assessment within ESL/EFL educational contexts.

scholarly journals 25 Years of HOW: A Celebration of Language Teaching and Learning

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 18-30
Author(s):  
Ana Clara Sánchez-Solarte
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Language Teaching ◽  
Academic Community ◽  
Language Teachers ◽  
Historical Background ◽  
Teaching Learning ◽  
Language Teaching And Learning

This article overviews the major themes and pedagogical developments that have emerged via the academic endeavors of practitioners and researchers in the last 30 years, while also touching on how my work adheres to these developments. The document starts with a brief historical background on the establishment of HOW as a resource for the academic community. The next part of the article deals with the theoretical tenets that have influenced my published works. One of those perspectives is the post-method pedagogy, which acknowledges the limitations of attempting to determine what the “best” language teaching method is for everyone, and proposes three parameters to guide language teaching and learning. The next perspective is the psychology of language learning, particularly positive psychology, which is a field that adds balance to the study of negative emotions in the classroom and can be the basis for interventions that aim at enhancing the language learning process. The final construct discussed in the article is metacognition, which refers to how language teachers adapt their mental processes and behaviors to the emerging demands of their context. The article concludes highlighting a number of topics that were relevant three decades ago and that will likely keep their relevance in the future: the complexity of education, the dynamic nature of context and meaning, and the examination of the role of context in the L2 teaching/learning processes, to name only three.

Formative Assessment in Oral English Classroom and Alleviation of Speaking Apprehension

2016 ◽  
Vol 6 (4) ◽  
pp. 751 ◽  
Author(s):  
Lingying Tang
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
English Learners ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Student Centered ◽  
Speaking Anxiety ◽  
English Class ◽  
Post Test ◽  
English Classroom

Researches on Language Anxiety have aroused public concern around/ the world, most of which suggest that language anxiety exerts a detrimental influence to language learners in their process of language learning. Chinese English learners usually do a good job in passing all kinds of English test while are poor at oral English referred as “dumb English”. It is safe to conclude that “dumb English” is the best manifestation of foreign language anxiety. Formative assessment characterized by being interactive among students themselves, peers, and teacher, highlights the immediate and effective feedback to learners, which is in accordance with the nature of student-centered approach. This study aims to explore the effectiveness of applying formative assessment in oral English class to alleviate students’ speaking apprehension. Two innate classes are chosen to be the controlled class and experimental class. Data in students’ English classroom speaking anxiety scale is collected and analyzed after pre-test and post-test together with an interview. It is revealed in this study that the implementation of formative assessment in oral English classroom is proved to be effective to alleviate students’ speaking anxiety in experimental class. In response to this finding, implications for practical practice of formative assessment in oral English classroom are discussed.

scholarly journals Formative Assessment Practices in Federal Government Schools: Issues and Problems

2021 ◽  
Vol 4 (1) ◽  
pp. 93-100
Author(s):  
Muhammad Akram Shakir ◽  
Rabia Bahoo ◽  
Musarrat Jahan ◽  
Muhammad Latif Javed
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Teaching Staff ◽  
Assessment Practices ◽  
Social Emotional ◽  
School Students ◽  
Government Schools ◽  
Teachers And Students ◽  
Group Interviews ◽  
Teaching Learning

Assessment is the key element of teaching learning process in schools. Formative assessment is generally accepted as a valuable component of teachers’ classroom assessment strategies. The study intends to explore the level of association of formative assessment with academic performance of secondary school students and to analyze the practices of formative assessment in schools. The study was descriptive in nature. The focus group interviews and observation techniques were used to gather information regarding academic, social, emotional, and cultural activities of students in schools. The population of the study comprises over all the principals, teachers and students of FGEIs of Lahore region. Sample was drawn by using simple random technique. The findings of the study revealed that teachers don’t have enough knowledge about formative assessment but they possess appropriate understanding of summative assessment. Replication of test is the exclusive kind of assessment for improvement of different learning skills of students. It was recommended that authorities may develop and execute some plan to train and give awareness to the administration and teaching staff about the use and importance of formative assessment during teaching-learning process in schools

scholarly journals Assessment practices in some language centers in public Universities of Ecuador and student proficiency outcomes

2021 ◽  
pp. 241-262
Author(s):  
Evelyn Almeida ◽  
Diana Castillo ◽  
Andrea Rosero
Keyword(s):  
Language Learning ◽  
Student Performance ◽  
Evaluation System ◽  
English Language ◽  
Public Universities ◽  
Evaluation Process ◽  
Assessment Practices ◽  
Evaluation Systems ◽  
Close Relationship ◽  
Teaching Learning

This research paper describes the variety of the evaluation process in three language centers of public universities in Ecuador. The main objective is to explore the evaluation practices that are used, their effectiveness in the teaching-learning process and the results obtained in English language learning. Researchers conduct interviews with teachers, principals, and students. In addition, evaluation instruments such as tests and other evaluation materials were analyzed. The study reveals that the students who achieved the highest scores are those who study in a language center which uses a more structured evaluation system. Therefore, the data analysis shows that there is a close relationship between student performance and the evaluation systems applied in the different language centers.

scholarly journals Exploring the Effectiveness of Glog in Language Learning

2019 ◽  
Vol 14 (11) ◽  
pp. 58
Author(s):  
V Anitha Devi
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Real Life ◽  
Web 2.0 Tools ◽  
Learning Tasks ◽  
Language Classroom ◽  
Fostering Creativity ◽  
English Classroom ◽  
Teaching Learning ◽  
Blooms Taxonomy

This paper reports the purpose of integrating Web 2.0 tool, Glogster in language learning tasks. Web 2.0 tools and digital blooms taxonomy have become prevalent in the English classroom with the ubiquitous use of smartphone, tabs and laptops in the language classroom. Certain details in this paper were presented in the Connecting Online (CO12) session in the year 2012. This paper also describes activities which would help in fostering creativity and autonomy in the teaching-learning process. Glogster is a web 2.0 tool which provides a platform for teachers and learners in creating and using glogs for language learning and other subjects. This tool provides a supportive platform for monitoring project based language learning activities. Having studied the use of the glog for language learning with the first batch of 54 students in 2009, in the following semesters 302 students were introduced to the glogging task. In total, 356 B.Tech students at VIT were introduced to web 2.0 tools for language learning tasks. They were introduced to the use of three Glogster tasks for synthesizing their real life and virtual language learning experiences in different semesters.

scholarly journals Reliability of Digital Formative Assessment Practices and Instruments

2021 ◽  
pp. 171-193
Author(s):  
Tiago da Silva Carvalho ◽  
Pedro Almeida ◽  
Ana Balula
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Adaptive Learning ◽  
Learning Assessment ◽  
Assessment Practices ◽  
Digital Learning ◽  
Evaluation Systems ◽  
Mobile Assisted Language Learning ◽  
Collaborative Platform ◽  
Adaptive Learning Systems

The rise of enthusiasts in mobile-assisted language learning (MALL), benefiting from well-established benefits of consuming audiovisual content for autonomous learning, has proliferated during the last decade. Simultaneously, there is constant debate about how reliable digital evaluation systems are, and therefore, what are the best instruments/practices to assess language learning remotely? After contextualizing the motivation for this research, this chapter will provide a rundown of state of the art related to digital learning assessment, with a particular focus on online formative assessment practices and adaptive learning systems, as well as contexts they were implemented. The purpose is to identify valid practices, pinpointing strengths and weaknesses and ending with an assessment instrument proposal for an online collaborative platform (OCP), in which learners—either autonomously, or supported by their EFL teachers—follow steps to get certification in a given communicative skill, by the consuming, mapping, producing, and uploading audiovisual content.

scholarly journals Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment

Open Praxis ◽  
2018 ◽  
Vol 10 (1) ◽  
pp. 29 ◽  
Author(s):  
Betty Obura Ogange ◽  
John Agak ◽  
Kevin Odhiambo Okelo ◽  
Peter Kiprotich
Keyword(s):  
Online Learning ◽  
Formative Assessment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Peer Assessment ◽  
Information And Communications Technology ◽  
Assessment Practices ◽  
Different Types ◽  
Improved Learning ◽  
Teaching Learning

Assessment is an integral part of the teaching-learning process in both conventional and distance education contexts. Literature suggests that with the increase in the use of Information and Communications Technology in the delivery of learning, a number of institutions are resorting to formative assessment practices that are mediated by technology to not only provide flexible and more efficient means of assessment but also attain improved learning outcomes. This paper investigated student perceptions of the effectiveness of different types of formative assessment used in online learning environments. A 31-item questionnaire was used to gather data on student perceptions. On the level of difficulty, students generally perceived the various types of formative assessment as having no significant differences. Results further indicated that students received more prompt feedback from peer assessment and computer-marked assessment, compared to teacher-marked assessment. The findings of this study will support practitioners in eLearning to use formative assessment and feedback mechanisms more effectively to influence student engagement as well as learning outcomes.

scholarly journals CONCEPCIONES DE LOS DOCENTES UNIVERSITARIOS Y EVALUACIÓN DE LOS APRENDIZAJES

2016 ◽  
Vol 5 (1) ◽  
pp. 273
Author(s):  
Ascensión Antón Nuño ◽  
José Ignacio Moraza Herrán
Keyword(s):  
Formative Assessment ◽  
Educational Research ◽  
Cultural Context ◽  
Assessment Practices ◽  
Conceptions Of Learning ◽  
University Professors ◽  
University Teachers ◽  
Continuous Evaluation ◽  
Evaluation Formative ◽  
Teaching Learning

Abstract.This communication aims to transmit the conclusions reached after carrying out an investigation into the conceptions that some teachers have about teaching, learning and evaluation, in order to know and understand their influence in their assessment practices. We consider the most relevant: the lack of knowledge or even rejection of the theories and the educational research by university professors; the existence of a concept of university teachers in our cultural context; changes in the conceptions of learning and evaluation: formative assessment; the confusion between assessment continuous and continuous evaluation and the pursuit of objectivity and justice in the evaluation.Resumen.Esta comunicación pretende transmitir las conclusiones a las que se llegó después de realizar una investigación sobre las concepciones que algunos profesores tienen sobre la enseñanza, el aprendizaje y la evaluación, con el fin de conocer y comprender su influencia en sus prácticas de evaluación. Consideramos las más relevantes: el desconocimiento o incluso rechazo de las teorías y la investigación educativa por los profesores universitarios; la existencia de una concepción del docente universitario en nuestro contexto cultural; los cambios en las concepciones de aprendizaje y evaluación: la evaluación formativa; la confusión entre evaluación contínua y continua evaluación y la búsqueda de la objetividad y justicia en la evaluación.Palabras Clave: Concepciones, aprendizaje, evaluación formativa.

Assessment Practices in Outcome-Based Education

2020 ◽  
pp. 50-61
Author(s):  
Lavanya C. ◽  
Jandhyala N. Murthy ◽  
Satyanarayana Kosaraju
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Traditional Method ◽  
Summative Assessment ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Indirect Assessment ◽  
Direct Assessment ◽  
Outcome Based Education ◽  
Teaching Learning

Evaluation is an essential process for the measurement of transformation that a student attains after a teaching learning process. Outcome-based education (OBE) in academics especially in the field of engineering is an accepted philosophy in recent years. The OBE system departs from the traditional method where assessment of students is based only on grades and/or ranks. Output has been the traditional measurement criterion in education field, which does not address the level of transformation in the learner, whereas outcome is the measurement of level of achievement showing the transformation. Assessment tools are required for the measurement of outcome. These tools could be direct tools for direct assessment or indirect tools for indirect assessment. An assessment can be a formative assessment or summative assessment. Learning is complete only if transformation is observable in all the vital aspects of attitude, skill, and knowledge. It is widely accepted that all these aspects can be measured in OBE.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Sign in / Sign up

Export Citation Format

Share Document