Scribd
Upload
15 views5 pages

FELT YL - Assignment On Language Assessment

Uploaded by

Maha Mostafa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
15 views5 pages

FELT YL - Assignment On Language Assessment

Uploaded by

Maha Mostafa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

Fundamentals of English Language Teaching

(FELT)

Assignment on Language Assessment – 10


Marks

Assignment Background
You have learned the basic principles of designing sound assessment tools
for language learning, namely Validity, Reliability & Practicality. Now, it is
your turn to apply these principles on assessment practices and suggest the
best assessment tools to be used in different assessment situations.

Assignment Requirements
For each of the following scenarios, identify the principle(s) that was/were
not met, give reasons for your answer, and suggest a better assessment tool
to use in order to meet the three criteria.
1. In a General English course for adult learners, the teacher has mainly
introduced activities and tasks that target the Remembering &
Understanding levels on Bloom’s Taxonomy, but in the formal test
she has asked the learners to write their opinion on an article they
have read.
the principle(s) that was/were not met,

1
Validity: as the principles should align closely with the learning objectives and instructional
activities of the course. However, the formal test requires learners to write their opinion on an
article they have read, which is a higher order thinking skill that falls within the levels of
Analyzing, Evaluating, and Creating in Bloom's Taxonomy

Suggested assessment tool:


Short-answer Questions: Instead of asking learners to write their opinion on an article, the
teacher could design short-answer questions that assess their comprehension of the article and
their ability to apply the information to real-life scenarios.

2. In a Business English course that covers all the four skills and is
taught to a group of 15 employees in their company, the teacher has
asked them to give individual oral presentations, as a final
assessment, each is 30 minutes long, on the same day, during their
work shift. She is requesting all learners to attend all presentations.
the principle(s) that was/were not met,

Practicality and Reliability: Having all learners present on the same day during their
work shift may compromise the reliability of the assessment and affect their final scores.

Suggested assessment tool:


Assessment Tool: Structured Role-Play Activity and to be on another day.

2
3. In an English for Academic Purposes course taught to freshmen
students at an Egyptian university, the teacher has decided to put
100% of the course grades on the final test.

The principle(s) that was/were not met,

Reliability students may not have sufficient opportunities to demonstrate their language
proficiency over the course of the semester, which could affect the reliability of the final test
scores. Additionally, It places a heavy burden on students to perform well on a single
assessment

Validity Putting 100% of the course grades on the final test may not be a valid measure of
students' overall proficiency in English for Academic Purposes

Suggested assessment tool:


Continuous Assessment: Implement continuous assessment methods throughout the
semester, including quizzes, assignments, presentations, projects, and class participation. These
assessments should cover a range of language skills.

4. In a Conversational English course, the teacher has mainly focused on


the fluency aspects of speaking, with little or no feedback on language
errors, but for the final assessment she has designed a rubric for a
speaking task that dedicates 50% of the grades to accuracy.

The principle(s) that was/were not met,

3
Validity: the final assessment rubric dedicating 50% of the grades to accuracy may not provide a
valid measure of students' speaking proficiency.
Practicality: Requiring students to focus on accuracy in the final assessment without providing
sufficient feedback or support throughout the course may create undue stress or anxiety for
students.

Suggested assessment tool:

Integrated Assessment: Integrate assessment of fluency and accuracy into various course
activities and tasks.

5. In an English for Young Learners course, the teacher has designed an


assessment task that tackles adult-life related topics, such as work
and gender issues, instead of topics relevant to his/her students’ age
and background.

Validity: Tackling adult-life related topics, such as work and gender issues, may not be
developmentally appropriate or relevant to the interests and experiences of young learners.

Practicality: young learners can’t do this task; they won’t understand it.

Reliability: students won’t get real final scores.

Suggested assessment tool:

Create assessment tasks that focus on language functions and skills that are developmentally
appropriate for young learners. These tasks could include tasks such as listening and responding to
simple instructions, describing objects or actions, asking and answering questions, or completing short
tasks or puzzles.

4
Assignment Rules
1. Use this same Word Document to answer the assignment. Type your
answers after each question.
2. Send your assignments with your name clearly stated to the following
e-mail: [email protected]
3. The deadline of submission is: Saturday, June 2nd, Midnight.

You might also like