Language Assessment: Principles, Tools, and Techniques for Effective Classroom Learning

Language assessment

TABLE OF CONTENTS
Step 1 Teaching context...................................................................................................................1
Step 2 Assessment of language ability............................................................................................1
Step 3...............................................................................................................................................2
Basic concept of language assessment........................................................................................2
Language assessment tools and techniques.................................................................................3
Application of language assessment tools and techniques in classroom contexts.......................4
Evaluation of language assessment tools and techniques to be used in classroom context.........5
Critical evaluation of own and others classroom language assessment practices.......................5
Assessment discussion.....................................................................................................................6
References........................................................................................................................................7

Step 1 Teaching context
Teaching practices could be carried out in various different contexts within the process of
learning. It is very important for the teachers to identify and assess an effective teaching context
so that to make the students learn with higher efficiencies and better results. There are different
contexts identifies for both the reading and listening assessment in teaching. In respect to the
current teaching context, I would make use of the intensive and selective listening tasks and
responsive and interactive speaking tasks for the students (Noble and Nwanekezie, 2017). The
teaching context provides with the opportunities for the learners to think, listen, set goals,
evaluate tasks and process feedback from the teachers for the skills they are been taught.
Step 2 Assessment of language ability
Language abilities mainly focus upon the understanding of the language being taught and
the ability to make use of the language appropriately and accurately while interacting with
others. These are the capabilities which allow the learners to understand and construct the spoken
language for effective and proper interpersonal communication. The assessment of language
provides an individual with a working knowledge of the principles of assessment and the
practical application of the same in classrooms (Xu and Brown, 2016). There are mainly four
types of skills or abilities of language which allows the individual to initiate communication with
others. These abilities are listening, reading, speaking and writing. The present assessment would
include mainly listening and speaking abilities of the language. It has been observed that
listening is considered to be the first language ability or skills which we acquire in the native
language.
It is also known as the passive or receptive skills as it needs to make use of our ears and
brains to understand the language being spoken by the others. Another language ability or skill
is speaking and is also known as the active or productive skill. This ability requires us to make
use of the vocal tracts and brains to produce the language correctly through sound. It is the
second most important skill of two natural language abilities (Vogt and Tsagari, 2014).
1