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This unit tackles evaluation and testing of students particularly the various types of tests that teachers may administer to evaluate the students’ levels and progress, along with the tests’ structure, purpose and ideal time for assessment. It also mentions general external examinations which are not course related but measures English language proficiency that is grounded on the Common European Framework Reference.
Assessment of the students’ language level can be done through tutorials, evaluation by the students, and tests, which are administered throughout the different stages of the course.
Testing and measurement are integral part of the English teaching and learning process because the data gathered from them helps in gauging the progress, needs, aptitude, levels, strengths and weaknesses of the students. By knowing these, the teachers can decide what to teach the students.
The school I am working at requires the teachers to use different types of tests to document students’ levels and progress. Placement tests are used to identify the levels of students in order to assign them to the right classes. Progress tests, which are the most commonly administered tests in our school, are used to determine what the students have learnt, what lessons should be revised, and what skills need improvement. Diagnostic tests are used at the start of the course to identify the topics that students already know and the skills that students already mastered so that the teachers can formulate lesson plans that target the areas of difficulty. Achievement tests, on the other hand, are usually given at the end of a course.
Practice tests are not usually used in our school. But for some schools, this is a requirement to prepare their students for external examinations that measure English language proficiency.
