ERIC Number: ED291104
Record Type: RIE
Publication Date: 1987-May
Reference Count: N/A
Language Assesment: What We Do and What We Should Do!
Inconsistencies develop in the educational system both because teachers receive "mixed signals" and because theory and practice become discrepant, a situation which creates dilemmas in language assessment. Some current dilemmas include: (1) the difficulty in determining whether teacher-made and standardized tests measure what they are supposed to; (2) the fact that teachers tend to rely on product rather than process to infer students' ability; (3) the issue of whether holistic or discrete-point assessment is more beneficial; (4) the fact that teachers sometimes measure comprehension without providing comprehension instruction; and (5) the problem that standardized tests may be useful for grading but are of far less use for instruction than other measures of ability. A number of procedures which focus on the formative, on teaching, on the holistic, on the student and on process within the language arts--listening, speaking, reading and writing--are available and should be sought by the classroom teacher since ill-considered tests can lead to a thoughtless curriculum as teachers teach to inappropriate tests. (Fourteen references are attached.) (NH)
Descriptors: Elementary Secondary Education, Evaluation Methods, Foreign Countries, Formative Evaluation, Holistic Evaluation, Instructional Effectiveness, Language Tests, Measurement Techniques, Standardized Tests, Summative Evaluation, Teacher Made Tests, Teaching Methods, Theory Practice Relationship
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Northwest Regional Conference of the National Council of Teachers of English (Vancouver, British Columbia, Canada, May 2, 1987).