ASSESSMENT OF THE YOUNG LEARNERS’ LANGUAGE PERFORMANCE
Abstract
Every type of evaluation affects the culture of the school and the classroom because it influences what and how is taught. Both instructors' and students' perceptions of and experiences with learning are impacted by the evaluation procedure and results (Edwards, 2013). Assessment is most commonly understood as a summary of attainment. This is particularly important in education because curriculum emphasis has been determined by summative assessments, which are accomplishment examinations that usually take place after a course (Harlen, 2013). But in actuality, evaluation is the procedure of gathering and analyzing data to conclude a student's performance (Harlen, 2007). By approaching the process in this manner, educators may collect evidence continuously throughout the learning process.
Keywords
Foreign languages, pedagogy, comparative analysisHow to Cite
References
AERA & APA (eds.) (2014) Standards for Educational and Psychological Testing. Washington, D.C.:
AREA Assessment Reform Group (ARG) (1999) Assessment for Learning: Beyond the Black Box, Cambridge: University of Cambridge Faculty of Education
Association of Teachers and Lecturers (1996). Doing our Level Best: An Evaluation of Statutory Assessment in 1995, Bicester, Ox: ATL Publications.
Black, P. & Wiliam, D. (1998) Inside the Black Box, London: GL Assessment.
Black, P. & Wiliam, D. (2012) ‘The Reliability of Assessments’, In Gardner, J. (ed.) Assessment and Learning, London: SAGE.
Bland, J. (2015) Teaching English to Young Learners: Critical Issues in Language Teaching, London: Bloomsbury Academic.
Carless, D. (2007). ‘Learning-oriented assessment: conceptual bases and practical implications’, Innovations in Education and Teaching International, 44 (1), 57–66
Clarke, S. (2014) Outstanding Formative Assessment: Culture and Practice, London: Hodder Education.
Cooper, V.L. & Collins, J. (2009) ‘Children and identity,’ In Collins, J & Foley, P (eds.) Promoting Children’s Wellbeing: policy and practice, Bristol: The Policy Press.
Crichton, H. & McDaid, A. (2016) ‘Learning intentions and success criteria: learners’ and teachers’ views’, Curriculum Journal, 27 (2).
Dodge, J. (2009) 25 Quick Formative Assessments for a Differentiated Classroom, New York: Scholastic.
Double, K.S., McGrane, J.A. & Hopfenbeck, T.N. (2019) ‘The impact of peer assessment on academic performance: A meta-analysis of control group studies’, Educational Psychology Review. 32 (481–509).
License
Copyright (c) 2023 Kholmurod N. Goyibnazarov
This work is licensed under a Creative Commons Attribution 4.0 International License.