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Assessment Philosophy
Assessments are an integral part in any language classroom, as they can be used
to gain information on student learning and progress, help shape a curriculum, and inform
instruction (Bachman & Palmer 2010). However, assessments, though widespread and
frequently utilized, are only effective if they are created and used with certain criteria in
developmental process.
In order for an assessment to be effective, its design must match its intended
matches its purpose or use, this makes decisions based on the assessment scores more
valid because the interpretation of students scores are a result of an assessment created to
measure specific criteria. As a teacher, I am not only concerned that the assessments that
Im using are valid, but also that they meet other important criteria for usefulness and
them thoroughly and judging them against other criteria: practicality, authenticity,
that not only are they more effective, but that they align with my teaching practices as
well.
usage tasks, which are often interactive and require individuals to collaborate. By
discussions, presentations, and others that mirror real-life tasks (such as constructing e-
mails), I am able to formatively assess students in situations that they are likely to
because it requires fewer resources. For example, students can role-play different
scenarios, and in this way I can be assessing them for topical knowledge, sociolinguistic
and functional pragmatic competence, and strategic competence, all while they are
resources required of me (besides role-play slips). If fewer resources are required of me,
then the formative assessments are more practical to administer, but this is still balanced
assessments, such a role-plays, are also effective because they do not necessarily require
much class time; in other words, valuable time of instruction is not impeded by
learning. These assessments will help me to diagnose problems, strengths, and inform my
of my instruction.
Porter 3
References