The Importance Of English Language Learning Assessment

INTRODUCTION

The paper focuses upon the significance and the quality of English language learning assessment and evaluation process in the educational system.

Evaluation is a wider concept than testing and measurement, and is designed to judge the worth of all the educational outcomes brought about as a result of teaching learning process. Inthis process the students come to know their own drawbacks and try to improve. Thus, it helps the teacher in diagnosing the difficulty in learning. Because in a continuous assessment of the student day-to-day progress it helps in determining the potentialities and interests of every student, on the basis of the day-to-day records of students it becomes easy to know the present status of the student

Language objectives refer to language skills that learners are expected to acquire in the classroom. Objectives that are concerned with strategies for communicating, learning, and critical thinking are referred to as "strategic objectives". Learning process are “conscious processes and techniques that facilitate the comprehension, acquisition, and retention of new skills and concepts” (Chamot and O’Malley 1987). According to Chamot and Michael O’Malley, these may include metacognitive strategies (such as selective attention), cognitive strategies (such as summarizing and elaboration), or socio-affective strategies (such as questioning for clarification). Socio-affective objectives refer to changes in learner’s attitudes or social behaviours that result from classroom instruction (e.g. changes in attitudes toward the target language, the target language group, or the learner’s first language

They can be thought of as blueprint for achieving course objectives. Effective teaching requires detailed plans for an entire course, including plans for separate units and even individual lessons that comprise the course. Such plans are often referred to as the syllabus. A well-designed syllabus provides a great deal of specific information about all aspects of instruction, thus allowing teachers to implement equal course appropriately and effectively and to assess it thoroughly. By comparing the instructional plans described in the syllabus with course objectives, teachers can assess whether the instructional plans prescribed in the syllabus are compatible with the course objectives. Syllabus plans which are not compatible with course objectives are not likely to be successful in achieving those objectives, therefore, they probably need to be changed. The particular part of instructional plans that are useful in classroom assessment and evaluation can briefly be considered