Learning English Language Assessment

Teaching and learning English language is more involving than I originally thought and experienced. The more I learn about the process of language teaching, the more I discover how it is evolving following the needs of the learner. In my adolescent years, I learned English language mostly focusing on grammar and writing. The instruction material was disconnected from our daily lives, mostly foreign culture represented in textbooks. However, what interests me in this course is that, it emphasises on teachers being aware of the connection of the student as a ‘whole’ person, to the learning process and content. For example, it puts into perspective the development stages of adolescent learners and how educators must work with them to make their

Ministry of Education, Science and Culture (2014) indicates that for assessment to be meaningful, students must be made aware of the assessment criteria and teachers have to teach what they assess and assess what is taught so that both they and students know what has been achieved and the next step to take. Additionally, schools must take into consideration the different backgrounds and abilities of students when planning general assessment so that it can be balanced by awarding students with special needs arrangements that meet their needs. Otherwise, I believe it would be discouraging and unfair for students to get low grades due to errors or imbalances in assessment. Significantly, performance outcomes that focus on each student’s abilities and strengths results in engaged learning and more positive student development (McCombs,

These are the skills that are mostly needed in task-based learning. However, the most commonly used assessment approach with adolescents in schools is summative assessment. According to Djihadi (2010), It is used to determine the overall performance at the end of the program and also to demonstrate the progress of students to external stakeholders. However, its disadvantage is that it involves a one-off examination which may not show the real ability of students due to, among other issues, nervousness which may result in failure to perform well. Another disadvantages, which is also my personal experience, is that students study and learn for the purpose of passing the exam rather than for knowing the content of the language and this makes them forget what they learnt immediately after the examination. However, continuous assessment is more crucial when working with adolescents as it provide both the students and teacher with information for improving teaching and learning in process (Djihadi, 2010). Additionally, a study by Dam shows that the teacher, peer and self assessments help learners to acquire much of the learning content, support speech development and provide a focus for assessment (Little, 2003). It also helps adolescent learners to monitor