Assessment

This past week going through the course, the concept of assessment and how to effectively assess a student’s abilities stood out to me. Different abilities need to be assessed uniquely and as authentically as possible. During this week learning about the different types of assessments, opened my eyes to the numerous ways that a student can be assessed. From a formal exam to a casual conversation, teachers and instructors can use nearly any venue to assess a student’s capabilities.

Assessing speaking skills is hard to do in an authentic way but must be strived for. It is not helpful to have a conversation not seem lifelike and then expect that the student being assessed has a proper sociolinguistic performance. Some excellent ways to assess speaking skills is to have students do an interactive task, hold a group discussion, have a student give an oral presentation or hold an interview. Each of these ways can flow really well if presented correctly. These assessments can be held in person or technology now allows us to use other methods to assess a student’s skills. Some of these methods include a phone call, using a tablet or computer or recording devices. Each of these ways can be effective in gauging student’s abilities and can even be time savers.

Assessing listening is similar to evaluating speaking in regards to wanting the assessment to seem realistic. Listening activities can include a recorded reading, other audio recordings, live discussions or using a video or computer. Involvement through comprehension should be apart of every listening assessment. Often accompanying the assessment is some sort of writing component. This may be multiple choice questions, giving a one-word answer or even providing a short answer section. Listening is not a passive skill and should not be treated as such.

There are three main different types of assessments, diagnostic, summative, and formative assessments. Diagnostic assessments are assessments that diagnose or determine a student’s already existing skills. Summative assessments involve assessing a student’s understanding after a larger portion of instruction. This can include tests and exams but is not limited to them. Formative assessments give teachers a sense of what students need to be working on. These assessments are often quick and informal and give the teacher a brief snapshot of the student’s abilities.

Assessments are essential for a well-functioning class. Using assessments, teachers can properly understand what their students know, what they struggle with, what they have or have not caught onto in a class and helps them plan what they need to be focusing on. Assessments are often seen as not enjoyable and often, especially in regards to tests and exams, seem overwhelming and unattainable. This reason is partly why assessments need to be authentic and realistic. An exam is not how real life works. We are never asked to sit in a room with no resources and spit up information. However, having a group discussion or engaging in an interactive task around a subject is far more realistic.

When teachers take the time to properly assess their students by making their assessments authentic, student’s guards go down. They are able to properly display their competence and teachers are able to truly see their student’s skill set.