Making the best use of Making the best use of assessmentassessment

WWaldemaraldemar Martyniuk Martyniuk

Problem with assessment – Problem with assessment – possible reasonspossible reasons

a failure to recognise that assessment needs to a failure to recognise that assessment needs to fulfil a wide range of legitimate purposes fulfil a wide range of legitimate purposes

an assumption that a single assessment tool will an assumption that a single assessment tool will be able to serve all needsbe able to serve all needs

a lack of awareness that it is the a lack of awareness that it is the useuse made of made of assessment, not necessarily the assessment assessment, not necessarily the assessment process itself, that will largely determine its impact process itself, that will largely determine its impact

a tendency to search for universal solutions to a tendency to search for universal solutions to assessment issues and neglect the significance of assessment issues and neglect the significance of contextcontext

M. FlemingM. Fleming

Purposes of assessmentPurposes of assessment to provide a record of achievement to provide a record of achievement to provide evidence of to provide evidence of progressprogress to motivate learnersto motivate learners to ensure that the needs of to ensure that the needs of allall pupils are being pupils are being

addressedaddressed (diagnosis and control) (diagnosis and control) tto enable teachers to plan next stages of teachingo enable teachers to plan next stages of teaching ““to verify the extent to which the schools meet the to verify the extent to which the schools meet the

requirements to develop pupils’ language requirements to develop pupils’ language competences necessary for successful life long competences necessary for successful life long learning” learning”

Approaches to assessmentApproaches to assessment

AAssessment ssessment of of learninglearning (and teaching)(and teaching) AAssessment ssessment forfor learning learning (and teaching)(and teaching) Portfolio assessmentPortfolio assessment Self-assessmentSelf-assessment Peer assessmentPeer assessment

Making the best use of assessmentMaking the best use of assessment The fundamental question isThe fundamental question is:: ‘ ‘WHYWHY do we want to have do we want to have

an assessment scheme?’ an assessment scheme?’ Suitable assessment solutions and approaches can be Suitable assessment solutions and approaches can be

offered only once attainment targets (competence offered only once attainment targets (competence standards) have been clearly identifiedstandards) have been clearly identified

Only those attainment targets (competence standards) Only those attainment targets (competence standards) that may be turned into observable behaviour can that may be turned into observable behaviour can become the subject of become the subject of strict strict assessment procedures assessment procedures (testing tasks/items)(testing tasks/items)

ItemItem-- level testing may not be capable of/suitable for level testing may not be capable of/suitable for handling all of the complexity of LE competenceshandling all of the complexity of LE competences

Self-assessment, introspection and other forms of Self-assessment, introspection and other forms of assessment may well complement item-level testingassessment may well complement item-level testing

Certain aspects of LE (e.g. values) may not be (easily) Certain aspects of LE (e.g. values) may not be (easily) assessableassessable

Making the best use of assessmentMaking the best use of assessment Sampling may be the only feasible option if educational Sampling may be the only feasible option if educational

systems (not only individual learners) need to be systems (not only individual learners) need to be evaluatedevaluated

Introducing standards and assessment schemes should Introducing standards and assessment schemes should be be both both a top-down procedure (reflecting the needs of a top-down procedure (reflecting the needs of decision makers)decision makers) and and a bottom-up process (reflecting the a bottom-up process (reflecting the needs of learners and teachers) needs of learners and teachers)

Standards and assessment schemes should be Standards and assessment schemes should be promoted as promoted as supportingsupporting tools tools as well asas well as control control measuresmeasures

The envisaged LE framework document should serve as The envisaged LE framework document should serve as an awareness-raising and reflective tool, broadening the an awareness-raising and reflective tool, broadening the notion of evaluation and assessment beyond testing and notion of evaluation and assessment beyond testing and levels levels (incl. self-assessment, introspection, peer-(incl. self-assessment, introspection, peer-assessment, portfolio assessment, etc.)assessment, portfolio assessment, etc.)

Integrated approachIntegrated approach

An ideal assessment system would reflect the An ideal assessment system would reflect the full complexity of language as school subject full complexity of language as school subject (LS), and would motivate learners by giving (LS), and would motivate learners by giving useful feedback, while also providing other useful feedback, while also providing other stake-holders (e.g. policy-makersstake-holders (e.g. policy-makers,, employers employers and and teachers) teachers) with the information they needwith the information they need

An integrated approach to assessment would An integrated approach to assessment would ensure that the different purposes and ensure that the different purposes and approaches are balanced so that no one approaches are balanced so that no one priority has adverse and undue influence on priority has adverse and undue influence on the system as a wholethe system as a whole

(M. Fleming)(M. Fleming)