Evaluating and Improving Informal Assessment in the University Language Classroom

This paper draws on previous research to identify a specific set of criteria for evaluating assessments for learning which are not trialled and for which the teacher is the only rater. The paper suggests that four criteria be used for the evaluation of assessment for learning in the language classro...

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Bibliographic Details
Published in:Language learning in higher education (Berlin, Germany) Germany), 2012-11, Vol.1 (2), p.333
Main Authors: Dlaska, Andrea, Krekeler, Christian
Format: Article
Language:English
Subjects:
College Faculty
Evaluation Methods
Feedback (Response)
Higher Education
Language Tests
Learning Activities
Second Language Instruction
Standardized Tests
Student Evaluation
Test Bias
Test Construction
Test Validity
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Summary:This paper draws on previous research to identify a specific set of criteria for evaluating assessments for learning which are not trialled and for which the teacher is the only rater. The paper suggests that four criteria be used for the evaluation of assessment for learning in the language classroom: impact, fairness, activity, and feedback. The resulting framework is based on the belief that qualities of assessments for learning should build on the particular strengths of tests developed by teachers: teachers and learners know each other; learning continues after the assessment and is influenced by its outcome; communication about the result is a key feature of assessments for learning. The framework provides a tool for university language teachers to review the quality of their assessments and aims to encourage reflection and discussion amongst practitioners.
ISSN:2191-611X
2191-6128
DOI:10.1515/cercles-2011-0026