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...
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oai:animorepository.dlsu.edu.ph:faculty_research-64132022-05-04T01:12:58Z Authenticating assessment processes in language classrooms Agravat, Mayurkumar R. Raval, Tushar 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. 2014-01-01T08:00:00Z text https://animorepository.dlsu.edu.ph/faculty_research/5514 Faculty Research Work Animo Repository Educational tests and measurements English language—Study and teaching—Foreign speakers English Language and Literature Language and Literacy Education |
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De La Salle University Library |
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Philippines Philippines |
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DLSU Institutional Repository |
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Educational tests and measurements English language—Study and teaching—Foreign speakers English Language and Literature Language and Literacy Education |
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Educational tests and measurements English language—Study and teaching—Foreign speakers English Language and Literature Language and Literacy Education Agravat, Mayurkumar R. Raval, Tushar Authenticating assessment processes in language classrooms |
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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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text |
| author |
Agravat, Mayurkumar R. Raval, Tushar |
| author_facet |
Agravat, Mayurkumar R. Raval, Tushar |
| author_sort |
Agravat, Mayurkumar R. |
| title |
Authenticating assessment processes in language classrooms |
| title_short |
Authenticating assessment processes in language classrooms |
| title_full |
Authenticating assessment processes in language classrooms |
| title_fullStr |
Authenticating assessment processes in language classrooms |
| title_full_unstemmed |
Authenticating assessment processes in language classrooms |
| title_sort |
authenticating assessment processes in language classrooms |
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Animo Repository |
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2014 |
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https://animorepository.dlsu.edu.ph/faculty_research/5514 |
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