Learner-directed Assessment in Esl - download pdf or read online

By Glayol V. Ekbatani, Herbert D. Pierson

This article integrates the speculation and perform of learner-based overview. Written according to fresh activities in language teaching--learner-centered educating and a renewed curiosity in authenticity in language testing--it examines the connection among the language learner and language evaluation procedures, and promotes techniques to review that contain the learner within the trying out technique. specific consciousness is given to problems with reliability and validity. Grounded in present pedagogical purposes of actual evaluate measures, this quantity is meant for and eminently obtainable to lecture room academics and software administrators searching for how one can comprise their scholars within the overview approach, graduate scholars, language testers looking authenticity in evaluate and intending to create extra interactive evaluate tools.

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First, and most obvious, raters vary widely in their severity and this lack of consistency can account for as much as 40% of test variance (Cason & Cason, 1984; Linacre, 1989), which is why assessment approaches involving two assessors are increasingly common. Second, however, the assignment of a descriptor to a level by the author(s) systematizes subjective error on the part of the author(s) so that even if raters are trained to assess the same way (to reduce the difference in severity between them) the validity of the assessment is still questionable—and reliability will be hard to achieve as those descriptors that are poorly defined or incorrectly placed on the scale will undermine the assessors efforts.

In this way, self-repair data can be especially useful in formulating descriptors with respect to interaction, oral production, and spoken fluency, all areas where self-repair is inextricably bound. PORTFOLIO ASSESSMENT The value of assessment portfolios as the cornerstone of learner-directed assessment has been well documented in the burgeoning literature on portfolio pedagogy. Sommers (1991), Condon and Hamp-Lyons (1991), and Porter and Cleland (1995), advocates of portfolio assessment, have cited the following contributions of assessment portfolios: enables instruction to be linked to assessment, promotes reflection, helps learners to take responsibility for their own learning, enables learners to see gaps in their learning, and enables learners to take risks.

Concerns have been raised about learners’ objectivity and capacity to view their attainments. However, Dickinson (1992) reported that there is considerable scope for self-assessment when tests designed for assessing proficiency are used as a learner-teacher feedback device. He stated: Much assessment that goes on in the classroom is primarily concerned with the learning process, indicating to learners the degree to which they have achieved a standard of performance which is adequate for a particular situation.

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