Does Little Data Count as Assessment in Language Teaching and Learning?

By Ifigenia Kofou.

Published by The International Journal of Assessment and Evaluation

Format Price
Article: Print $US10.00
Published online: November 20, 2015 $US5.00

Considerable changes in education at the European and Greek levels have shifted the interest from a teacher-orientated nature of learning, teaching and testing to a more learner-centered one, and brought evaluation and assessment into the focus of discussion about education, connecting in some cases teacher performance with students’ learning outcomes. Apart from school evaluation, which is being carried out in Greece in order to provide all stakeholders with information about its effectiveness, assessment is taking a different form in Senior High Schools by the use of a “bank” of examination tasks in an effort to ensure objectivity. This is the case for language learning, too, by adding different types of communicative tasks, such as multiple matching, multiple-choice, cloze, etc., to assess vocabulary and grammar, and reading and writing. In this context, the present paper examines the outcomes of 1st-grade students at the 2nd Model Experimental Senior High School of Thessaloniki in the English language in a variety of task types, which serves a number of purposes: to make judgments about the learners’ level of skills and knowledge, to diagnose their strengths and weaknesses, and discuss the wash-forward effect of the outcomes on teaching and learning. The paper also makes (by the use of the SPSS program) a comparative analysis between the outcomes of all the aforementioned learners and those who participate in programs which demand the use of the English language in real-world situations, supposing that exposure to real life situations increases the learners’ linguistic performance.

Keywords: Evaluation, Assessment, Test Task Types, Language Learning

The International Journal of Assessment and Evaluation, Volume 23, Issue 1, March 2016, pp.43-53. Article: Print (Spiral Bound). Published online: November 20, 2015 (Article: Electronic (PDF File; 445.115KB)).

Dr. Ifigenia Kofou

PhD, ELT, English Department, Aristotle University of Thessaloniki, Greece, Thessaloniki, Thessaloniki, Greece