Effective Classroom Assessment

should lead to enhanced second language attainment and usage. Clearly, language objectives are fundamental to second language evaluation and are the focus of our attention. Teachers must be able to distinguish among these objectives so that they understand how each can or cannot be used in planning more effective classroom assessment and evaluation in educational system.

STRATEGIES FOR CLASSROOM ASSESSMENT AND EVALUATION

Informal assessments/authentic allow teachers to track the ongoing progress of their students regularly and often. While standardized tests measure students at a particular point in the year, ongoing assessments provide continual snapshots of where students are throughout the academic year. By using informal assessments,

Preparing for evaluation should be an integral part of planning each lesson or unit as well as general planning at the beginning of the school year or course. Instruction and evaluation should be considered together in order to ensure that instruction provides itself to evaluation and that the results of evaluation can direct ongoing instructional planning. Moreover, if evaluation is not planned along with instruction, the time required for assessment activities will most likely not be available. As pointed earlier, clearly an important focus of classroom assessment and evaluation is student achievement. Teachers need to know what and how much students have learned in order to monitor the effectiveness of instruction, to plan ongoing instruction, and for accountability

Feedback and evaluation are inseparably related to both instructional objectives and classroom learning activities and are indispensable elements in the learning process. Classroom assessment and evaluation is like a feedback. Loop-assessment activities are motivated and shaped by instructional purposes, plans and practices in the classroom and decisions that arise from the results of these activities in turn lead to reshaping of these instructional purposes, plans and practices. Effective classroom assessment and evaluation requires an understanding of the role of evaluation in planning and delivering instruction. It calls for the collection and interpretation of a wide range of information, familiarity with a variety of different methods of assessment and for competence in using these methods creatively, careful and systematic record keeping and judgment. Finally, an effective classroom assessment and evaluation calls on teachers to become agents of change in their classrooms actively using the results of assessment to modify and improve the learning environments they