Authenticating assessment processes in language classrooms
Assessment, be it formative of summative, has to be authentic when it comes to language learning. In ELT, we have always observed that a lot of focus has been given to how evaluation should be done. The reason why it is so is to create awareness about the process, which is essential for the future s...
محفوظ في:
| المؤلفون الرئيسيون: | , |
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| التنسيق: | text |
| منشور في: |
Animo Repository
2014
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| الموضوعات: | |
| الوصول للمادة أونلاين: | https://animorepository.dlsu.edu.ph/faculty_research/5514 |
| الوسوم: |
إضافة وسم
لا توجد وسوم, كن أول من يضع وسما على هذه التسجيلة!
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| المؤسسة: | De La Salle University |
| الملخص: | Assessment, be it formative of summative, has to be authentic when it comes to language learning. In ELT, we have always observed that a lot of focus has been given to how evaluation should be done. The reason why it is so is to create awareness about the process, which is essential for the future second language speakers. Now this process is generally not considered authentic as our teachers' partial focus is on assessing language development summatively, that is, the final score of the learners, and not formatively. The present paper will focus on how we as language practitioners can actually improve the evaluation process. |
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