Dear <<First Name>>,
How are things going? I've been enjoying a bit of sunshine where I am, which has cheered me up.
As promised, today marks the second episode of our new newsletter series. Each week, we'll tackle one of the topics in the A24, A25 and/or B02 syllabus: this week, we'll be talking about the (somewhat thorny) issue of language assessment:
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Key concepts
In order to make sure that the way we assess our students is suitable, the key concept is probably that assessment needs to have validity, that is, it needs to test what it is supposed to test. However, there are also other qualities to consider when deciding if a type of assessment is appropriate: for example, a test needs to be reliable, i.e. the mark a student receives is consistent regardless of the marker or the time a student takes the test.
➡️ Have a look at Language Teaching Methodology, Unit 10, for a refresher.
Types of assessment
Another important sub-topic related to assessment is the distinction between different types of assessment - and, I would argue, considerations about how different assessment types may be more appropriate for different educational purposes.
We have direct and indirect assessment, based on whether or not the assessment reflects a real life situation (e.g. a discrete item grammar quiz vs. a roleplay). Another key distinction is between assessment that is formative, gathering data on the learner to support their progress and inform lesson planning, or summative, evaluating the student's learning against set benchmarks (like an end-of-year oral test with a mark). There are also formal vs more informal types of assessment, and objectively vs. subjectively marked assessment (such as an FCE task vs. an essay).
Self assessment and peer assessment
But are we limited to teacher-designed assessment? Trends in recent decades would indicate otherwise, as the importance of learners assessing themselves and their peers has progressively increased.
These types of assessment, which can complement teacher-led assessment, can come in a variety of forms, such as checklists or learner diaries, and they help develop learner autonomy.
➡️ Have a look at Designing Activities and Lessons, Unit 7 for a refresher.
Contemporary issues in assessment
What might also come up in the exam, especially related to the use of digital technologies for pedagogical purposes (another point in the concorso syllabus), is how assessment can be conducted effectively using technology and/or in an online scenario. This includes consideration of the tools to be used and the forms that assessment can take, e.g. an online portfolio, an interactive multiple choice quiz or a live speaking test.
That concludes this short review of some of the key issues and definitions in language assessment.
If you need to study language assessment, refer to Unit 10 in Language Teaching Methodology and Unit 7 in Designing Activities and Lessons.
I hope this helps and have a lovely Sunday.
P.S.: Stay tuned for next week's summary about...World Englishes and English as a Lingua Franca!
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