Task 1 – Why do teachers need to evaluate their students’ English?
Teachers need to evaluate their students’ English because this is the most common language of communication in the world. Students who are not native speakers of this language enroll in institutions where they can learn and master the language. Upon entering, teachers need to evaluate their students’ English to be able to gauge their level and how much they really know or not know about it. It would be easier for teachers to determine and plan the lessons, exercises, and exams if they knew where their students stand in terms of the English language.
Task 2 – List the different types of testing and evaluation tools that a teacher can use:
There are different types of testing and evaluation tools including tutorials, evaluation by the students, and tests. Teachers can conduct one-on-one or group tutorials to determine if the students were able to understand the lessons that were taught in class. This would also allow teachers to be aware if the students are having difficulty on particular subjects. Tutorials are a good way to interact with the students, especially because this is done through oral communication. Another tool is evaluation by students, which is a form of feedback to let the teachers know what the students think on certain matters including lessons, materials, and the whole class itself. Tests are the best way to determine how much the students have learned throughout the whole course. This can include placement tests, diagnostic tests, progress tests, practice tests, achievement tests, and proficiency tests.
Task 3 – Why may students wish to study for a formal test of English?
Students may wish to study for a formal test of English to gauge their level in the language. This is important because as non-native speakers, not studying the language may limit themselves in terms of finding suitable jobs or education opportunities, even in communicating with others. Numerous companies and educational institutions are now requiring their applicants to be certified by certain test-giving bodies so that they are sure that the students would not experience difficulty when it comes to understanding and communicating in the English language. There are also those who only want to improve their communication skills and want formal institutions to certify their skills.
Task 4 – What do you think are the strengths and weaknesses of the placement test in this unit?
Upon observation, the placement test appears to be very effective in terms of gaging a student’s proficiency in the English language. It features three different types of tests including a multiple choice section, fill in the blanks, and essay. It would allow the students to think hard when answering the questions. The essay section would also allow the students to showcase their ability to write in full sentences that are coherent and sensible. However, this would present difficulties for those who are beginners in learning the language because the placement test appears to be made for those who are already knowledgeable of the language.
Task 5 – What would you include in a thirty minute progress test for a group of beginners? Give a detailed outline of the test you would construct, with examples.
In this case, it would be proper to gauge the students in terms of how much correct grammar they have learned as beginners. I would use pictures to enhance the exam and make it more interesting for the students. The first section would be to require the students to write the English alphabet from A to Z. The second section would include pictures that they would have to identify using A or An. The third section would also use pictures that they have to identify using He, She, It or They. The third section would allow them to use Am, Is, or Are through the use of pictures. The last section would be an essay type section, which would require them to answer a question in no more than 50 words, “Why do you want to learn the English language?”