Language teaching has been evolved in seven folds since three to four decades. There are ways, approaches, methods and assessment which unify the process of language learning and teaching.  New classrooms are rather more technological equipped and the so with learners’ attitude towards learning theory of language practices. The approach towards language assessment has also been altered, throughout, considering the need of giving feedback on students’ learning outcomes. The new skills in assessment details more rigorous need of comments or grades on students’ strengths and weaknesses rather than just a set of marks/percentage given at the end. Assessment is mainly done on two bases: ‘formative’ i.e. assessment done on students’ positive/negative area, ‘summative’ i.e. assessment done on final marks/score of the final exams.

Assessment, be it formative or summative, has to be authentic when it comes to learning language accuracy. In English Language Teaching (ELT), it has always been observed that a lot of focus on the evaluation has been made as how it should be done. The reason why it is done is just to create awareness about the process of assessment, which is influential and turn-taking for the future of speakers of English as a Second Language (ESL). Now generally this process is not considered authentic as our teachers’ partial focus is on assessing the summative side of language development that is drawing the final score of the learners’ and making a mark-sheet and not on the formative part which has a ‘real-world’ (Brown and Abeywickrama, 2010) practical scenario.  The present paper will focus on how we as language practitioners can accelerate the evaluation process in an actual way. It will also give possible solutions as how the skills of the students’ could be assessed well with the help of rubrics.

Keywords: Assessment, Formative and summative evaluation, ELT (English Language Teaching), ESL (English as a Second Language), Real-world scenario, Rubrics.

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