1. CHAPTER 10 ASSESSMENT AND LANGUAGE LEARNING
LING 322
CHAPTER 10
ASSESSMENT AND LANGUAGE LEARNING

2. ISSUES AGE CONTENT OF LANGUAGE LEARNING METHODS OF TEACHING AIMS
LEARNING THEORIES

3. REALITY STRESS ON CHILDREN
LEARNING NEEDS ARE OVERSHADOWED BY THE NEEDS TO COVER THE SYLLABUS
CLASSROOM ACTIVITIES IS RESTRUCTED TO EXAM PREP
EDUCATIONAL CHANGE IS LIMITED
MISMATCH BETWEEN THE CURRICULAR AIMS, PEDAGOGY, AND TEST CONTENT
LIMITED ATTENTION TO TEST ORAL SKILLS

4. PRINCIPLES FOR ASSESSING CHILDREN’S LANGUAGE LEARNING
ASSESSMENT SHOULD BE FROM LEARNING CENTRED PERSPECTIVE
SHOULD SUPPORT LEARNING AND TEACHING
MORE THAN TESTING
SHOULD BE CONGRUENT WITH LEARNING
CHILDREN AND PARENTS SHOULD UNDERSTAND ASSESSMENT ISSUES

5. KEY CONCEPTS ASSESSMENT –TESTING – EVALUATION
FORMATIVE AND SUMMATIVE ASSESSMENT
DIAGNOSTIC AND ACHIEVEMENT ASSESSMENT
CRITERION-REFERENCED AND NORM REFERENCED ASSESSMENT
VALIDITY
RELIABILITY
FAIRNESS
PLANNING FOR ASSESSMENT

6. TEACHER ASSESSMENT OF LANGUAGE LEARNING
GOAL RELATED ASSESSMENT
SELECT A FOCUS- FLUENCY, ACCURACY, SKILLS
ASSESSMENT BY OBSERVATION –observe – notice- adjust
CREATE OPPORTUNITIES FOR ASSESSMENT – who, when?
RECORD-KEEPING

7. SELF ASSESSMENT & LEARNER AUTONOMY
Learners can understand more about the learning process
Learners can be motivated towards involvement in their learning
Teachers can understand their pupils
Learners will be better prepared to carry on learning
More equal relationship between teacher and student

8. HOW DO TEACHERS USE ASSESMENT INFORMATION?
Outcomes to be used to evaluate effectiveness of a course
Giving feedback – evaluative, corrective feedback, strategic feedback