Measuring or assessing learning is as important as imparting knowledge to the learners (Measuring English Proficiency in Real Life Situations, 2010). One has to consider that there is a continual learning with the presence of assessment every after discussion. Be it summative or formative, these assessments seek to measure the level of learning and competencies of students in whatever subject a teacher has with them. However, one has to take note that in assessment, they have to consider that they target the cognitive, emotional and psychomotor skills and not focus and concentrate only on the cognitive area. These assessments may be in the form of paper and pencil; otherwise known as the traditional assessments. On the other hand, they can come in the form of modern assessments, which target the psychomotor skills.
The program that I want to focus on is language proficiency. Students nowadays have difficulty in equipping themselves with the proper structures in terms of learning the language, be it a foreign or second language. Sometimes language proficiency is also utilized in other subject areas; therefore, it is vital in knowledge transition. There are several ways in which language proficiency can be assessed. Educators and researchers usually produce and craft rubrics for an effective and reliable one. Usually, teachers use literature as a springboard to assess a language. According to an article titled Assessment of Reading Comprehension (2006), tests and measures for learning should be technically adequate. Technical adequacy contains reliability such as the accuracy and consistency of measurement, as well as its validity, which means that the test measures what it is intended to measure. Information about the technical adequacy of published tests can be found in the test manuals as well as in many textbooks on assessment (Assessment of Reading Comprehension, 2006).
Vital factor skills in reading comprise of the out-of-context recognition of real words, interpreting pseudo words (nonsense words), oral vocabulary, listening conception, and speed of reading. Component writing skills like handwriting and spelling may also be pertinent if the comprehension assessment necessitates substantial quantities of writing.
This framework will use two sets. The first set shall focus on the proper use of the structures involved in learning the English language. This shall include formative assessment that will consist of tests on the right use of words and jargons and the subject and verb agreement with the grammar. It will use certain known literary pieces, which will cater to the formative exam. The second set will consist of writing speeches, which employ the right structure in set A. These outputs should be originally written and will not be strictly copied from any sources. After they have written something, they will share this with their peers and later on with the big group. To test their familiarity on what they have written, they shall retell this to the whole class. This will also test their mastery with the composed piece and target their retention skills.
Proficiency levels are continuous. One’s stability or level will certainly not drop on a certain minimum level. As a linguistic beginner, on one occasion that they grasp a definite ability level, they will both preserve that level or move up on as time progresses. Equally, to get a score, say an A, one must repeatedly train for education and deliberately relate him/herself for both succeeding evaluation. One can be demoted from an A to F in just a couple of minutes and will fail in that program.
References:
http://www.ldonline.org/spearswerling/Assessment_of_Reading_Comprehension 2206
Language Proficiency Assessment. (2008). Retrieved at
http://www.learnalberta.ca/content/eslapb/documents/language_proficiency_assessment.p
df
Measuring English Proficiency in Real Life Situations. (2010). Retrieved at
http://www.languagetesting.com/academic/measuring-english-proficiency-in-real-world-situations
