? Use a combination of individual and small group assessment
? Encourage students, classmates, teachers and parents to collectively participate in assessment, thereby diversifying the subjects of assessment
Formative assessment can take many forms, such as:
? Comparison and assessment of classroom learning activities ? Self assessment of learning outcomes ? A learning portfolio ? Questionnaires ? Interviews
? Feedback from parents ? Everyday quizzes and tests
Formative assessment can be recorded in the form of descriptions, levels or marks. No matter what method is used, the role of assessment in encouraging learners must not be forgotten. According to the assessment results, teachers should give students individual feedback, ensuring their steady progress and encouraging them to reflect on and better themselves.
Make sure assessment methods are varied and flexible
Teachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessment methods that suit their characteristics or strengths. If students get unsatisfactory results during a certain test they should be allowed to negotiate with the teacher to retake the test after sufficient preparation.
Make sure assessment feedback is used to increase the effectiveness of teaching and learning The teacher should ask themselves the following questions:
? Does the assessment help promote autonomous learning and self-confidence? ? Does the assessment reflect the students’ achievements?
? Does the assessment reflect the teachers’ strengths and weaknesses? ? Does the assessment reflect problems in the students’ learning process?
Teachers should promptly adjust their teaching methods and plans according to assessment feedback. Summative assessment should focus on checking students’ comprehensive language competence Summative assessment (such as end of term exams and graduation exams) is the main means of measuring the level of students’ comprehensive language competence. It also reflects the effectiveness of the teaching and learning process and is a major indicator of the schools’ quality in managing teaching and learning. Summative assessment must have the target of assessing students’ comprehensive language competence, striving to scientifically and comprehensively check students’ language level at the end of a particular stage of learning. The following should be observed:
? Exams should include oral, listening and writing amongst other components in assessing students’ comprehensive language competence.
? Listening tests must account for a minimum of twenty percent of termly, yearly and graduation exams. ? Listening tests should check students’ understanding and ability to gain information rather than asking them to distinguish between different pronunciations.
? Writing exams should avoid testing knowledge of phonetics or grammar in isolation.
? There should be an increase in questions that require students to use English in a specific language context.
? Objective questions with a single correct answer should be reduced in favour of more subjective questions with several correct answers.
? Exam results should not be publicly displayed nor students ranked in order of their results. Recognize the special characteristics of assessment for Grades 3 – 6
The main purpose of assessment at primary level should be to encourage students’ interest and active participation in learning English. Assessment methods should be varied and choice should be offered.
. . . .Formative assessment should be the main type, focusing mainly on students’ performance and ability to cooperate during a variety of everyday teaching and learning activities.
? In Grades 3 and 4 end of term or end of year assessment should use assessment activities similar to normal teaching and learning activities. Through observing students’ behaviour and discussing with them teachers should assess their ability to use English to do things.
? For end of term or year assessment in Grades 5 and 6 a combination of oral and written tests can be used. Oral tests should check students’ ability to use language to communicate about content close to their real lives. Written tests should focus on checking their listening and reading skills, using methods that are as active and lively as possible.
Pay attention to the relationship between assessment and teaching and learning
Pay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate and time-consuming assessment processes. Don’t let assessment become the sole end of teaching and learning.
The assessment of each level should be founded on the general objectives
The general objectives should be the basis for all assessment. Since the assessment of Level 2 will be organized by individual places and schools, formative assessment should be the main means. The same applies to all other levels apart from Levels 5 and 8, whose assessment is organized by national and provincial education bodies. Selection exams should unite the requirements of this curriculum with those of local conditions to establish suitable levels and test demands. N.B. Six examples of assessment documents are provide in the original. They are just listed here. Example 1: Self assessment questionnaire for Grade 7-9 students about learning strategies Includes statements such as: ? I can concentrate during study.
? During communication I use gestures and facial expressions to help express myself. ? I often use associations to help study and remember new words
Students choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’.
Example 2: Assessment reference sheet for Grade 3-6 for English ‘playing, performing, watching, speaking and listening’
Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2 Example 4: Guidelines for using student portfolios Portfolios might include:
? Some kind of baseline assessment
? A record of the students’ classroom performance – e.g. participation in role-plays, volunteering to read something aloud, etc.
? Examples of the students’ best written homework, as selected by themselves ? Teachers’ and parents’ observations on the students’ study situation
? Results of tests and quizzes marked by the teacher, student or students’ classmates, either as grades or written comments
? Students’ self-assessments and reflections on their own attitude, methods and outcomes Example 5: Guidelines for oral tests
End of term or end of year oral tests should test students’ real ability to express themselves orally. Students can be tested in groups of two, three or four. According to a situation or topic (that might be presented through words or pictures), students discuss and communicate. Teachers should assess their oral expression, communicative ability and effectiveness. The following questions may be useful:
? Is information coherent and easily expressed? (Students may make grammar and vocabulary mistakes that affect the accuracy but the basic information is still transmitted effectively.)
? Are the pronunciation, intonation and rhythm natural? Can the speaker be understood?
. . . .? Does the speaker use appropriate communication strategies, such as repetition, clarification, using expressions and gestures, to complete the activity successfully?
Example 6: Reference sheet for the assessment of writing for Levels 3 – 8. 3. Exploitation and Use of Curricular Resources 4. The compilation of teaching materials and guidelines for their use N.B. A full translation of these final two sections is incorporated in the translation of the senior English curriculum available from the Programme Office. Source of this translation: 英语课程标准教师读本 （修订本），华中师范大学出版社， 2003， 武汉， ISBN 7-5622-2557-5/G.1317
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