Essay On Language Proficiency

Assessing and evaluating English language proficiency of students http://www.rusnauka.com/35_OINBG_2012/Pedagogica/2_123063.doc.htm

Language proficiency refers to a person’s ability to use a language for a variety of purposes, including speaking, listening, reading, and writing. Assessment and evaluation are essential components of teaching and learning English. Assessment is the process of gathering information on student learning and evaluation is the process of analyzing, reflecting upon, and summarizing assessment information, and making judgments and decisions based on the information collected.

Without an effective evaluation program it is impossible to know whether students have learned, whether teaching has been effective, or how

Level 2—Intermediate (person understands and speaks conversational and academic English with decreasing difficulty, develops reading comprehension and writing skills in English, can demonstrate knowledge in different areas with the assistance). Level 3—Advanced (person understands and speaks conversational English without apparent difficulty, but understands and speaks academic English with some hesitancy, continues to acquire reading and writing skills in content areas with assistance). Level 4 — Proficient (person reads, writes, speaks and comprehends English within academic classroom

The challenge is how to organize and record the observations in a systematic way and to make effective use of the information. Without a coherent framework, teachers’ observations run the risk of being fragmented and therefore pedagogically less useful. Comparison of student performance with performance objectives indicates the extent to which students attain these objectives. Checklists and rating scales are particularly useful because they lend themselves to specificity and detail. Systematic observation of student performance can be viewed as ‘testing’. Therefore, these methods of obtaining information should have the same properties as good