Classroom Assessment

A major issue that worries English teachers has always been the problem of assessing and grading students during their courses of study as well as their classroom achievements at the end of it. Even though, the teachers conduct regular multiple- choice tests, paragraph tests and similar other tests, it appears that hundred percent fruitful results have not been achieved. It is apparent that qualitative judgements are required to improve students’ knowledge and learning. By the use of appropriate classroom evaluation techniques and strategies, it is possible for teaches to increase the motivation of their students.
Classrooms can be used as laboratories by the teachers to understand the learning process better so as to improve their teaching

The gap between what was learnt and what had been taught is quite wide and is realised late by the teacher. They are at a loss because by then, there would be no chance for any remedial teaching. The teacher needs to know the actual learning strategy of the students and that is possible only when continuous flow of information is provided to them.
To make sure that the students pursue high quality learning, it is important for the teacher to know whether the students are learning appropriately at the initial as well as during the intermediate points. This entails a better performance from the part of the students. They become more effective and even learn to assess themselves. Classroom assessment therefore provides opportunities for teachers and students alike to empower themselves and to improve the quality of learning.
Evaluation and Assessment in Higher Education
The process of collecting, analysing and interpreting information about teaching and learning in order to form proper judgements that enhance the success of teaching-learning process is what actually comprises evaluation in teaching English. The five points that go into evaluation are
1. Articulating the purpose of the educational system.
2. Identifying and collecting relevant

• Stuffing too much of content could be a barrier to the learners.

Diagnostic Screening
Class tests can help in diagnostic screening of the students. A task or an exercise given to students during the beginning of the semester could act as a diagnostic tool which will surely help teachers to identify the weaknesses of students.
The feedback given by the teachers on the basis of these tests could enable students to come out of their inhibitions early.
Generally by the time the students receive feedback about their performance, it is too late to take remedial action. When the students receive feedback periodically, they tend to unde3rstand their limitations and will try to overcome them.

Almost always students are of the view that assessments are linked only to grading. Formal examinations, according to most students are never motivating but rather intimidating. Though the teachers believe that tests help in transformation of knowledge, students feel that it is just reproduction of knowledge. It is the teachers who endorse the view that assessments can be motivating to the learners whereas the students strongly disagree stating that the tests have very little to do with their