Learning Language Assessment

Document Type:Essay

Subject Area:Education

Document 1

My students also listen comfortably to English, they are able to understand instructions given to them in English. My students are taking English language since it has become compulsory for students to be taught English language since elementary school. Step 2 My students have had the opportunity studying English since their first grade of the intermediate stages of education. My students have also been introduced to oral English communication and practical communication abilities since their primary school. My aim and goals in this class is to achieve verbal English communication and functional communication abilities for my students. M. , Maris, G. , & Hsiao, Y. P. This test may look for instance measure pronunciation which can enable the administrator to diagnose the phonological features of English literature that might prove to be a challenge to the reader and should be included in the daily use or the syllabus that the leaner applications.

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In this setup, the learners are directed to take and read the 150-word essay which is tape recorded. The teacher would then refer to the manual of English pronunciation to analyze the reader's pronunciation of phonological items. After listening to the audio keenly and in multiple times, the administrator then establishes a list of errors in the pronunciation of words under five main subcategories, this is: 1. Stress and rhythm 2. Use of intonation 3. This is not a good way for the teachers and the administrators to develop a particular test. The best approach towards testing students should be to discover what the students should know or what they need to be able to do from the material that is used in teaching this student in a class.

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The objectives of the test should come as the priority thus for the teachers and the administrators of the test. The objectives thus for my class would be the following Form-focused objectives The students will 1. The students should be able to recognize and produce tag questions; this should be done with the correct grammatical form and application of the final intonation pattern. There exist limited number modes that are used in eliciting responses that of responding to the test. For instance, a quick test might be orally or written, and the student can be able to react to this test either verbally or through the printed material. Complexity to the assessment evaluation can be added in cases where prompts vary by large margins and in each of the response that is given (Bechger, T.

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M. , Maris, G. Did you enjoy the Daily Show last week? Probe 1. Give your opinion on the war against corruption 2. How do you feel about democracy in the country Wind-down, comments, and reassurance The format of an oral interview To provide a sense of authenticity and interest, my oral interview will confirm its items to the context of an educational program or a tv program that we have been able to watch with the students in a class. As the administrator will be devising the tests to be used in this kind of interview, what the students need to focus on is the language and context, how the students can be able to perceive authentic language and its context, difficulty in part of students caused by the cultural schemata and the length of the listening stimuli.

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Assessment Tasks Instructions Section A. Thus, 60% of the total grade is designated to this. Scoring for each of the selected items follows after the test has been undertaken and evaluated. For this design, listening is awarded 40%. Grading is not as an easy and not a subject that one should rush to it. Grading, however, should be a subject of the following: • the country, culture and the context of the English use in a given classroom • the explicit and the implicit functions of the grading system that has been selected • the expectation of students on the past tests and quizzes Giving Feedback Testing and grading would not be considered to be complete without considering a possible evaluation of a wash back feedback for students.

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Reliability A test that is reliable is one that is consistent and can be dependent upon. That is to say when the test is given to two different students at different times; the tests should be able to yield similar results (Brown, H. Douglas,Abeywickrama, Priyanvada. The following factors are considered when accessing test reliability. Student-Related Reliability Factors that affect the reliability on the part of the students are issues such as temporary illness, fatigue, anxiousness and other issues in part of the students. Lesson objectives have also been represented in the tests specifications. My test has been formulated to ensure that it logically follows from the larger and wider lesson objectives to the unit and test that is being tested.

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Face validity of the test has also been ensured. For instance, the direction for the exams are clear, the structure and the way the test has been organized is clear the timing of the test is relatively appropriate. My test should be able to ensure that the strong candidates are modestly challenged by the exams and that the weaker students are not overwhelmed by the whole testing procedure. My test is aimed at creating a positive feedback for my students, the test results for the test should be constructed in a way in which the students are guided into how they can be able to set up goals for their future tests and examination. I should be able to play down t5he whew, thank God that's over kind of attitude among the students and set them to improve on the future.

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Other than this tests, the students should be challenged into taking self-assessment regardless. The feedback in my result should be able to encourage students to take on self-assessments especially when it comes to those tests that examine the writing and speed ability of the students. Through self-assessment, the students should be able to discover their own mistakes and areas in which they are weak in and improve on this. M. , Maris, G. , & Hsiao, Y. P. Detecting halo effects in performance-based examinations. japantimes. co. jp/opinion/2009/02/05/commentary/whats-wrong-with-the-way-english-is-taught-in-japan/ #. Wjbb0fmLSUk. Accessed 5 Feb 2017. , & Falvey, P. Ten years on: The Hong Kong language proficiency assessment for teachers of English (LPATE). Language Testing, 30(1), 147–155. doi:10. Council of Europe. , & Thorne, S. L. Sociocultural theory and the genesis of second language development.

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