Unique Ways of Evaluating Foreign Language Learners

Testing, Evaluation and Assessment in EFL

You know the looks you’re going to get whenever you “announce” an upcoming quiz, test or evaluation. Whether these are administration-mandated, curriculum-included, make-up or “recuperation-type” exams, English and foreign language learners alike, loathe them. Why not try some different, unique evaluation methods to help beat the “test-taking blues” which afflict virtually all EFL / ESL learners?

Here are Seven Different Testing, Assessment and Evaluation Types You Might Want to Consider:

• Traditional Exams
One all-too-often-used method of evaluating learner knowledge and language skills is by using standard examination forms. These can be prepared individually by each teacher or educational institution, be locally, regionally or globally produced. These types of evaluations, however, favor those learners who are “good” at taking tests.

• Learner-Produced Portfolios
Another popular, but less-frequently-used form of EFL learner evaluation consists of examination of a learner-produced portfolio of work at intervals during the school year or learning period. This allows for considerably more latitude for the learners to demonstrate their knowledge and language skills in ways which are more appealing to them individually.

• Expository Essays
A favored form in use in the UK and Europe, learners write detailed, annotated and foot-noted personal essays or compositions on focused topics. Their formal writing is based on what they have read up on, studied, experienced, been lectured to about or otherwise involved themselves with.

• Learning Projects
Time, resources, teacher skills and other factors permitting, individual or small group projects can be assigned which allow learners to demonstrate in-depth investigation and learning on a focused theme or topic. A variety of learning project types and methods of presenting their project can be applied, allowing for considerable latitude among a class group.

• Computer-Aided Language Evaluation
If an extensive web quest is assigned to the EFL / ESL learners, despite similar topics, websites visited, readings done and tasks involved, learners will internalize materials in completely different ways. Evaluations can also be computer-based with the examination program itself actually checking and grading each learner’s work. This is often most attractive to English language teachers who are time-strapped or teach large, multi-level groups of learners.

• Peer Evaluation
The learners themselves are often shocked at being given this option. They will prepare their own evaluations on the materials and skills they are working with. They can also suggest or recommend exam questions, evaluation activity types, length, frequency and duration of exams and evaluations. “Oh yes”, you say, “they’ll make up “easy” exams that everyone can surely pass”. No, they won’t. It’s surprising to many teachers just how thorough learner-produced exams can be.

• Learner-Prepared Presentations
You’ve planned a topic, resources and materials to be used, timing of class sessions, homework and assignments. Why not allow the learners to present what they’ve “internalized” in a presentation that they’ve selected for themselves? Most foreign language learners are often delighted to do so. They’ll usually do a much better job of preparing, studying and organizing their learning than many teachers imagine.

Eliminate the “Test-Taking Blues”

At least now you have an expanded arsenal of methods to use for evaluation of your English or other foreign language learners during the course of a school term, semester or scholastic year. It won’t completely eliminate the “test-taking blues”, but it’s a step in the right direction.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Part 2 - Why Do English and Foreign Language Teachers Really Give Tests?

In the first part of this two-part article series we asked, “Why do English and other foreign language teachers really give tests?” We then considered some concrete academic and personal reasons for doing so. We explored the two assessment types and five key Assessment categories. Here, we’ll continue with a more detailed look at the five key assessment categories as well as identifying the two contrasting categories of EFL and ESL tests. Finally, whether teachers and language institutions should adopt, develop or adapt tests, assessments and evaluations they use with comments from a leading authority on testing, evaluation and assessment.

The Five Key Assessment Categories
1. Placement assessment …
… is concerned with the identification of a learner’s entry level for class enrollment and selection.

2. Formative assessment (*Progress tests i.e., semester partial exams) … is used to provide ongoing monitoring of student progress used by the teacher to gather feedback in order to adjust the educational process to insure that learning is occurring and to correct learning errors (per King and Rowe, 1997)

3. Diagnostic assessment begins where formative assessment leaves off. It is concerned with the “identification of persistent or recurring learning difficulties that are left unresolved by the standard correction perspective of formative evaluation.” (Gronlund, 1985)

4. Summative evaluation (*Achievement tests, i.e., final exams) comes at the end of units or courses and / or aims to assign grades to certify the learner’s global level of knowledge on the topics taught.

5. Self- assessment is a mix of formative and diagnostic assessment that may be used
by the learner to monitor the level of acquired knowledge in order to decide how and when to face summative evaluation.

*Proficiency Tests are also needed and are used to certify the learner’s global level of knowledge on a topic, i.e., TOEFL, IELTS, PET, etc. (*Spratt, Pulverness, Williams, 2005)

Contrasting Categories of EFL and ESL TESTS:
Tests are also prepared in two contrasting categories based on general purpose. These are knowledge tests designed to determine what a language learner knows about the language, and skill or performance tests designed to determine what a language learner can do (referred to as competencies). The Common European Framework purports an extensive catalogue of “Can Do” statements of English and other foreign language learner competencies at:

http://www.alte.org/can_do/general.cfm

Types of tests generally included in each category are:

Knowledge tests

• Subjective tests
• Productive tests
• Language sub-skills tests
• Norm-referenced tests
• Discrete point tests
• Proficiency tests

Skills (performance) tests

• Objective tests
• Receptive tests
• Communication skills tests
• Criterion-referenced tests
• Integrative tests
• Achievement tests

Adopt, Develop or Adapt?
Another point to consider is, “where should tests come from?” Should English or other foreign language teachers adopt “standard” tests, develop their own classroom or institutional tests, or adapt existing evaluation models to suit their current needs?”

According to testing, assessments and evaluations researcher J.D. Brown (1984), “language tests are, or should be, situation specific. That is to say, a test can be very effective in one situation with one particular group of students and be virtually useless in another situation or with another group of students.”

Brown also cautions, “Teachers cannot simply go out and buy (or worse yet, illegally photocopy) a test and automatically expect it to work with their students. It may have been developed for completely different types of students (different in background, level of proficiency, gender, and so forth) and for entirely different purposes (that is, based on differing approaches, syllabuses, techniques or exercises)”.

Finally J. D. Brown concludes with, “… remember that in most language programs, any rational approach to testing will be a vast improvement over the existing conditions.”

Now, what do YOU think, English or other foreign language teachers?

• Would YOU change anything about the language evaluation system you now have?

• Should language teachers prepare their OWN exams?

• What areas or topics related to English or other foreign language testing, evaluation and assessment would you like to know MORE about?

Your personal insights, observations, questions and comments on this topic will be greatly appreciated.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 80 countries. Get your FREE E-books,"If you Want to Teach English Abroad, Here's What You Need to Know" or "7 Techniques to Motivate Your English Language Learners and Make Your Classes More Dynamic" by requesting the title you want at: lynchlarrym@gmail.com

Why Do English and Foreign Language Teachers Really Give Tests?

Why Test?

You know how your learners dread to hear, “Next class we have a test on …” Why, you can practically hear their groans of displeasure even now. Even teachers hate tests to some degree. There’s preparing the test, administering it and then the meager efforts to try to prevent the almost inevitable cheating. It’s a cat-and-mouse game of “catch-me-if-you-can”. Who’s “smarter”, the teacher or the learners? So considering the fear and dread that both the learners and teachers have of testing, what is really the role of testing, evaluation and assessment in English Language Teaching? The following are key points in consideration of English and other foreign language tests.

Did you know that:

• Students learn more in classes that use tests

• The connection between testing and increased learning is well-proven in research

• Students are more motivated in classes that use tests …

• The classes in which students learn most and for which they study hardest are ones in which they are frequently and thoroughly tested… (Eggan - Kauchak, 1994)

• Students expect to be tested – adult students expect and respect formal testing and are challenged by it… (M. Thompson, 2001)

ASSESSMENT means judging learner’s performance by collecting information about it.
There are basically two types of assessment, informal and formal.

INFORMAL ASSESSMENT is when we observe learners to see how well they are doing and then comment on their performance.

FORMAL ASSESSMENT is when we assess learners through tests or exams and give them a grade.

In addition, testing, evaluation and assessment in English and other foreign language teaching can also serve the interests of four distinctive groups; teachers, learners, the administration and parents in the case of young language learners.

FOR TEACHERS:
Testing, evaluation and assessment in English and other foreign language teaching can serve the interests of teachers in at least three major aspects:

- Evaluation of teaching and didactic methods
- Evaluation of learner language competencies
- Teacher accountability to the administration and parents: i.e., are objectives being met?

FOR LEARNERS:
Testing, evaluation and assessment in English and other foreign language teaching can serve the interests of learners in three principal aspects:

- Demonstrate knowledge
- Diagnostic to point out areas of weakness or inability
- Promote study

There are five key Assessment categories (ref. Cucchiarelli, Panti, Valenti, 2000):

Placement assessment
Formative assessment
Diagnostic assessment
Summative evaluation
Self- assessment

In the next part of this article series we’ll continue and consider each of these assessment categories in more detail. English and other foreign language teachers, your personal insights, observations, questions and comments on this topic will be greatly appreciated.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 80 countries. Get your FREE E-books,"If you Want to Teach English Abroad, Here's What You Need to Know" or "7 Techniques to Motivate Your English Language Learners and Make Your Classes More Dynamic" by requesting the title you want at: lynchlarrym@gmail.com