Assessment in the Language Classroom

An assessment should reflect real world applications of how knowledge and understanding are used. Assessments based on situations that are relevant to students' own experiences can motivate them to give their best performance. One of the most essential educational tools is the classroom assessment. When used properly, assessments can help educators better understand what their students are learning. Classroom assessments help educators identify students strengths and weakness, monitor student learning and progress as well as plan and conduct instruction.

In order to do that, teacher should concern on many aspects. Besides of the methods or techniques which are used, the use of language by teacher famously called by “teacher talk” (TT) is the important factor which can support the learning process in a class. On the other sentence, we can say that the implementation of method, technique and TT which are suitable for students in a class can facilitate the learning process optimally, improve student’s knowledge and improve their language competence. Specifically, TT is used in creating a meaningful interaction in the class. By using TT as a learning resource, teacher hopes the student can notice the target language input given, negotiate the meaning, and practice the language by responding the teacher’s instructions.

Similarly, achievement tests in formative and summative formats are used to measure the learning progress that has been made to date. Achievement tests are linked with the process of teaching and support the teaching to which they relate (McN... ... middle of paper ... ... D., (2006) Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. Dudley-Evans, T. & St. John, M., (1998). Development in English for Specific Purposes: A Multi-disciplinary Approach.

John Dewey and the Challenge of Progressive Education. International Journal of Progressive Education. [Online] 9 (1), 73-83. Available from: http://www.tandfonline.com.atlas.worc.ac.uk/doi/pdf/10.1080/03004279.2013.819618 [Accessed 27 December 2013].

Language assessment is done • To provide feedback to learners on their progress i.e. what they have done well and what they need to improve. • To provide feedback to learners on their achievement i.e. how much they have learned at a particular point in the course • To get information about learners’ ability to understand or use target language structures or vocabulary • To help teachers know how to help their learners. • To find out whether learners like or dislike specific classroom activities • For diagnostic purposes: to use information about learners’ strengths and weaknesses to provide information which can feed into planning.

Also, teachers need to establish predictable classroom routines and procedures. Students can put their focus on content and activities when they know what to expect and are familiar with classroom routines. Teachers model routines and procedures by creating opening and ending procedures, procedures for distributing materials, positing agendas and schedules. It is important to keep in mind that ELs bring creative, capable minds which can process higher-order thinking and learning although those minds need strategic support, explicit instruction, and positive reinforcement to further promote learning. In the ELL classroom, several effective methods will promote and foster English acquisition, include modeling, rate of speech and wait time, use of nonlinguistic cues, giving instructions, and encouraging development of L1.

As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.

The ensuing paper will critically assess a language test specifically set for ESL English students. In so doing, the following will be highlighted: the criteria used to evaluate assessment instruments; technical information on the test given; and the validity of the test as it regards its intended audience. Criteria Used to Assess the Test Cohen (1994) stated, “One of the primary reasons for conducting a language assessment in the classroom is to promote meaningful involvement of students with material that is central to the teaching objectives of a given course.” p. 13 Does the test on pages 2 – 6 promote meaningful involvement? In my opinion, the answer is no; I am not sure if the tasks assessed is reflecting the overall objectives of the program. A real question to ask is whether these goals were made known to the students at the commencement of the course.

Mustfa, N. (2002) Grouping in the ESL Classroom. Retrieved December 29, 2011, from Web http://www.melta.org.my/ET/2002/wp03.htm. Rothenberg, C., & Fisher, D. (2007). Teaching English Language Learners: A Differentiated Approach. Upper Saddle River, NJ: Pearson Education, Inc.

Strategies to support inclusive student participation and engagement in learning allow the teacher to help students who struggle to become involved in class and who struggle to engage in the learning material. Finally, organisation of the classroom and providing directions to learners managing challenging behaviour is highly important to create a positive and creative workspace that allows students to want to learn and to reduce bullying in the class. The information that was given in this course was valuable and can be applied into the classroom when I become a primary school teacher. Paragraph 1: Communication strategies to support student learning As a teacher language is the most important tool in order to support student learning. The book Elementary Classroom Management by Kerry Williams discusses how language is an important tool to use “language can be a powerful vehicle for activating thought, and as teachers we need to be aware of the role it is playing” (ref pg.