Assessment for Learning in Modern Foreign Language Classroom

ASSESSMENT FOR LEARNING IN MODERN FOREIGN
LANGUAGE CLASSROOMS
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Table of Contents
Introduction......................................................................................................................................2
Types of assessment for learning.....................................................................................................2
Assessment for learning strategies...................................................................................................3
Role of teachers in a Modern foreign language classroom..............................................................3
Implementation of AFL in MFL classrooms...................................................................................4
Conclusion.......................................................................................................................................5
Reference list...................................................................................................................................6
Bibliography....................................................................................................................................8
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Introduction
Assessment for learning of AFL refers to a process followed by teachers in order to assess
relevant information regarding teaching learning process in the classroom. This has been done so
that the teachers can identify the ways of adjusting their strategies that can be helpful for the
students to learn. This kind of assessment is highly important in classes where the students are
taught modern foreign languages. This is so because it is comparatively tough to teach a foreign
language in secondary classrooms. Thus, this study has revolved around assessment for learning
in the context of modern foreign language classrooms. For that reason, types of AFL have been
mentioned here. On the other hand, some popular and significant AFL strategies have been
identified that can be helpful for the teachers in MFL classrooms. In addition, an overall
description of MFL classroom has been elaborated further in the study. Moreover, the steps to
implement AFL in MFL classrooms have been illuminated through this study.
Types of assessment for learning
There are different kinds of assessment for learning that can be helpful for teachers in a modern
foreign language classroom. As mentioned by Pachler et al. (2013, p.23), there are six types of
assessment for learning such as diagnostic assessment, formative assessment, summative
assessment, norm-referenced assessment, criterion-referenced assessment and interim assessment
for learning. Among the above mentioned types of assessment, diagnostic assessment allows the
teacher to identify the existing weaknesses, skills, strengths and knowledge of the students
before planning the strategy of instruction in MFL classrooms. On the other hand, formative
assessment helps a MFL teacher to evaluate the performance of the students during the teaching
process.
On the contrary, summative assessment can be helpful for measuring achievement of the students
after the completion of the teaching process. According to Jones and Wiliam (2008, p.31), norm
referenced assessment can be useful for comparing performance of one student with other
students present in the MFL classroom. Criterion-referenced assessment allows a MFL teacher to
measure the performance of students against objectives of the lessons. In addition, interim
assessment is suitable for evaluating achievement of the students after completion of one lesson
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