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Pei-Chun Chen
General English Proficiency Test Skills Trainer
Language assessment has played a significant role in recent educational settings worldwide.
Brown (2004) in his book, Language Assessment: Principles and Practices mentioned
assessment consists of two major testing concepts: testing and assessing. A test is a method
which measures a language learners ability, knowledge, or performance in a given domain
(Brown, 2004, p. 3). According to Browns explanation, testing is not only a method for test-
takers to qualify a test but also measures a test-takers performance in a setting instrument.
Compared to testing, assessing is to evaluate or appraise a learners level during an ongoing
learning process (as cited in Mousavi, 2009, p. 36). Assessing a learners ability with productive
performance not only lowers ones anxiety but also improves ones learning attitude. Besides,
Teaching is to assess a learners learning ability not only by applying a given field of study, but
also adapting pedagogical techniques along with amount of performance to a class. That is to
say, any language-skill related activities with teachers observation are part of assessment in
teachers teaching practice.
Regarding Browns (2004) introduction to language assessment, the relationship among testing,
assessing, and teaching through a diagram shows differences in language teaching practice.
Brown (2004) in his diagram shows that teaching overlaps assessment, measurement, and tests
in order to evaluate learners competence (Brown, 2004, p. 6). During ongoing processes, teacher
provides instructions along with assessment in order to evaluate how learners acquire and
produce what they have learned in the classrooms. Thus, assessment, measurement, tests are
interrelated to teaching.
Brown (2004) provided major issues in current TESOL field: Multiple Intelligences, traditional
and alternative assessment, and computer-based testing are discussed:
Firstly, Gardner (1993) mentioned multiple intelligences, which consist of linguistic (verbal),
musical, spatial, logical-mathematical, bodily-kinesthetic, interpersonal (understanding of
others), intrapersonal (understanding of self), and natural (using cues from nature). He adapted
these intelligences into teachers materials for practices and activities in the classrooms (as cited
in Diaz-Rico, 2004, p. 47). Robert Sternberg (1988; 1997, as cited in Brown 2004, p. 17) also
pointed out that creative thinking and manipulative strategies are part of intelligences. Likely,
Daniel Coleman (1995, as cited in Brown 2004, p. 17) provided the aspect of EQ (Emotional
Quotient) which is relevant to learners cognitive processing. Thus, new views on intelligences
are helpful for measure whole language skills, learning processes, and the ability in the
curriculum design along with well-organized instructions.
Secondly, Armstrong (1994) and Bailey (1998) pointed out viewpoints about traditional and
alternative assessment. Traditional assessment follows not only a standardized exams with norm-
referenced scores, timed, decontextualized tests, score-preferred feedback, summative, but also
promotes learners extrinsic motivation. On the other hand, alternative assessment is currently
favored with performance-based classrooms. In the classrooms, teachers can design more
authentic, more flexible, more subjective evaluation, more individualization, and more
interaction in the process of providing feedback (Brown, 2004, p. 18-19).
Reference
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