Authenticating assessment processes in language classrooms

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Dept of English and Applied Linguistics

Document Type

Article

Source Title

Journal of English Language Teaching (India)

Volume

56

Issue

1

First Page

15

Last Page

20

Publication Date

2014

Abstract

Assessment, be it formative of summative, has to be authentic when it comes to language learning. In ELT, we have always observed that a lot of focus has been given to how evaluation should be done. The reason why it is so is to create awareness about the process, which is essential for the future second language speakers. Now this process is generally not considered authentic as our teachers' partial focus is on assessing language development summatively, that is, the final score of the learners, and not formatively. The present paper will focus on how we as language practitioners can actually improve the evaluation process.

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Disciplines

English Language and Literature | Language and Literacy Education

Keywords

Educational tests and measurements; English language—Study and teaching—Foreign speakers

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