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Topic 1: The Role of Assesment in The Language Classroom

1. Assessment is the process of gathering evidence from students about what they know, their understanding, and what they are able to do. 2. There are different types and approaches to assessment including formative and summative, informal and formal, continuous and final, and process and product. 3. The main roles of assessment include helping educators set standards, providing diagnostic feedback, evaluating progress, and motivating performance.

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108 views4 pages

Topic 1: The Role of Assesment in The Language Classroom

1. Assessment is the process of gathering evidence from students about what they know, their understanding, and what they are able to do. 2. There are different types and approaches to assessment including formative and summative, informal and formal, continuous and final, and process and product. 3. The main roles of assessment include helping educators set standards, providing diagnostic feedback, evaluating progress, and motivating performance.

Uploaded by

syeer
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Topic 1

THE ROLE OF ASSESMENT IN THE


LANGUAGE CLASSROOM

What is Assessment?
The process of gathering evidence from students about
Examples
what they
know
evaluation measurement

their
understanding
test Pass/fail

what they are


able to do
Homework Quizzes

Learner
Assessment
Conducted by teacher for a purpose:
• motivate and direct learning
The process of gathering and • provide feedback to students on
Educational evaluating data evolving from planned
learning activities or programmes. This
their performances
• provide feedback on instruction/and
or the curriculum
Assessment form of assessment is referred to as
evaluation.
• ensure standards of progression are
met

This involves:
• comm. to teachers (feedback on
teaching)
• students (feedback on learning)
• curriculum developers (feedback of
C)
• administrators (feedback on use of
resources)
formative – summative

informal – formal how pupils learn


types and
approaches Role of
to
continuous – final
assessment
motivation to learn
assessment process – product how teachers teach
divergent - convergent

What is the student's


knowledge base?

What is the student's Help


Provides performance base?
• What performance demonstrates

educators •
understanding?
What performance demonstrates
diagnostic knowledge?
What are the student's set • What performance demonstrates
feedback needs?
mastery?

standards
What has to be taught?

How is the student doing? What has the student


learned?
Relates
Evaluate What teaching methods or to a Can the student talk about
approaches are most
the new knowledge?
Progress effective? student’s
What changes or
progress Can the student demonstrate
modifications to a lesson are and use the new skills in
needed to help the student? other projects?
For student self-evaluation: Assessment
• Now that I'm in charge of my
learning, how am I doing?
• Now that I know how I'm doing, Assessment
how can I do better? for learning
Motivates • What else would I like to learn?
Assessment
Performance For teacher self-evaluation: of learning
• What is working for the students?
Assessment
• What can I do to help the students
more? as learning
• In what direction should we go
next?

an investigable tool to find out


as much as teachers can about
their students’ knowledge/can assess what students have
do and gap that might have. learnt

Assessment Assessment certify students’


for Learning of Learning competence
help teachers to gain insights
traditional summative, high
• what pupils understand stakes, end point testing
• plan and guide instruction
• provide helpful feedback

assess students cognitive


about their learning
Methods
Assessment students monitor their Assessment
as Learning own learning for Teaching Strategies
encourages peer, self
assessment Activities
The need to carryout
research for the
following purposes:
Assessment CREATE A
for Research PORTFOLIO
find ways to improve
teaching and Refer to the
learning template given in
GC.

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