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    Assessment Philosophy Final

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    This document outlines an assessment philosophy for language teaching. It argues that assessments are vital for making instructional decisions, identifying learning goals, and monitoring student progress. The author believes in using both formative and summative assessments, but that formative assessments through in-class observations and feedback will be most common. Formative assessments support a Communicative Language Teaching approach by emphasizing communication over language forms through alternative assessments like projects and presentations. Summative assessments at the end of instruction should reliably and validly measure student knowledge through both traditional and alternative forms. Assessments should authentically reflect real-world language use and include both objective and subjective tasks to comprehensively measure learning outcomes.

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    Assessment Philosophy Final

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    This document outlines an assessment philosophy for language teaching. It argues that assessments are vital for making instructional decisions, identifying learning goals, and monitoring student progress. The author believes in using both formative and summative assessments, but that formative assessments through in-class observations and feedback will be most common. Formative assessments support a Communicative Language Teaching approach by emphasizing communication over language forms through alternative assessments like projects and presentations. Summative assessments at the end of instruction should reliably and validly measure student knowledge through both traditional and alternative forms. Assessments should authentically reflect real-world language use and include both objective and subjective tasks to comprehensively measure learning outcomes.

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    This document outlines an assessment philosophy for language teaching. It argues that assessments are vital for making instructional decisions, identifying learning goals, and monitoring student progress. The author believes in using both formative and summative assessments, but that formative assessments through in-class observations and feedback will be most common. Formative assessments support a Communicative Language Teaching approach by emphasizing communication over language forms through alternative assessments like projects and presentations. Summative assessments at the end of instruction should reliably and validly measure student knowledge through both traditional and alternative forms. Assessments should authentically reflect real-world language use and include both objective and subjective tasks to comprehensively measure learning outcomes.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    68 views3 pages

    Assessment Philosophy Final

    Uploaded by

    api-340592312
    This document outlines an assessment philosophy for language teaching. It argues that assessments are vital for making instructional decisions, identifying learning goals, and monitoring student progress. The author believes in using both formative and summative assessments, but that formative assessments through in-class observations and feedback will be most common. Formative assessments support a Communicative Language Teaching approach by emphasizing communication over language forms through alternative assessments like projects and presentations. Summative assessments at the end of instruction should reliably and validly measure student knowledge through both traditional and alternative forms. Assessments should authentically reflect real-world language use and include both objective and subjective tasks to comprehensively measure learning outcomes.

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    Running head: ASSESSMENT PHILOSOPHY 1

    Assessment Philosophy

    Sarah van Nostrand

    Colorado State University


    ASSESSMENT PHILOSOPHY 2

    Assessments are a vital and effective aspect of language teaching. Assessments not only

    allow language teachers to make decisions based off of their students performance, but they also

    help identify learning goals as well as monitor student progress toward meeting those goals

    (Bachman & Palmer, 2010). Assessments, therefore, encompass much more than just the

    standardized, formal, and high-stakes tests that we often think of. I believe that both summative

    and formative forms of assessment have their rightful place in language instruction, but the

    majority of my day-to-day assessments as a future language teacher will be formative.

    My formative assessments as a language teacher will most often come in the form of in-

    class observations and oral and written feedback to students. Assessment that occurs throughout

    the course of instruction is so important to properly monitor student progress. In order to support

    my Communicative Language Teaching (CLT) approach to language teaching, I will also

    conduct various alternative assessments that emphasize the process of communication over

    purely mastering language forms. In line with the principles of CLT, I will use alternative

    assessments in order to promote collaboration and active participation that will help to facilitate

    learning. Examples of alternative assessments that I plan to use in my language classroom

    include projects and individual and small-group presentations. I will, however, also plan to use

    more summative forms of assessment (such as achievement tests) that would likely occur at the

    end of my instruction. Summative assessments, which may incorporate both traditional and

    alternative forms of assessment, will help measure students knowledge of specific course

    content.

    Before administering a test, I need to determine whether or not the test is going to be

    useful for its given purpose. Any test that I create should be reliable and valid. Reliability relates

    to consistency across scoring, and it is what makes validity possible. Validity refers to how those
    ASSESSMENT PHILOSOPHY 3

    scores are interpreted and used, and aim to be both meaningful and appropriate. Once I believe I

    have met these criteria and my test accurately reflects my instruction, I want to be sure that my

    test is also as authentic as possible. With my language teaching belief grounded in CLT, I want

    there to be a strong connection between my assessment and the real-world. Therefore, the tasks,

    content, and context of my assessments should reflect this.

    I believe in the importance of variety when it comes to effective assessments. Miller,

    Linn, and Gronlund (2009) discuss that in order to measure a students performance

    comprehensively, the language teacher should include tasks that are product-oriented and

    objective, as well as more subjective, performance-based tasks. This is particularly true if I am

    creating an assessment where I am trying to measure various types of learning outcomes, ranging

    from knowledge and understanding all the way up through synthesis and evaluation.

    With clear purpose and intentional planning, my future assessments will be an effective

    and central part of my language instruction. Students will benefit from these varied assessments

    in multiple ways, such as through receiving constructive feedback via formative assessment, and

    an increased motivation to learn.

    References

    Bachman, L. F., & Palmer, A. S. (2013). Language assessment in practice: developing language
    assessment and justifying their use in the real world. Oxford: Oxford University Press.

    Miller, M. D., Gronlund, N. E., & Linn, R. L. (2009). Measurement and assessment in teaching
    (10th ed.). Upper Saddle River, NJ: Merrill / Pearson education international.

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