Page 21 - ELG2307 Jul Issue 485

SPECIAL FEATURE

IMAGE COPYWRITE MAT WRIGHT

How does assessment need to change?
How does assessment need to change?

s ways of learning change and assessment appropriately, everyone who works their own progress and teachers to plan more
industry needs evolve, assessment with it needs to know enough about it in order effectively. However, there can be challenges
and assessment practices become to do their jobs effectively in implementation, one of which is the lack
Aeven more important for individuals Assessment for employment was one of the of teacher preparation or training in this
and education systems alike. Data gathered concerns for many roundtable participants. area. This sometimes comes from a lack of
during the future of English roundtables Our data revealed that in some contexts, understanding by decision makers of what
highlighted two related and relevant concepts. employers are sceptical of scores attained AfL is, its role in teaching and learning, and
Firstly, individuals require different types of on standardised English tests, claiming that its potential benefits and pitfalls, which in
proficiency for different tasks in different they do not realistically reflect the English turn can mean teachers are often not provided
contexts. This has implications for teaching, language capability of prospective employees, with the support or autonomy required to fully
learning and assessment, particularly as and employers sometimes use their own implement AfL.
we expect that aligning these components assessments as additional evaluation. In light The focus on AfL is not to say that
will continue to be of interest in the future. of the changes in ways of learning and of assessment of learning (AoL) – or summative
Secondly, English is no longer seen as an moves to more instrumental needs for English, assessment – is any less important; on the
isolated item; instead, it is seen as part of models of assessment may need to be updated contrary, the aim would be for AfL to galvanise
a range of knowledge, skills and expertise, to include more skills-based assessment that the processes of learning to enable learners to
captured by the concept of 21st-century skills is more flexible and personalised to ensure become autonomous and empowered to take
and required for a dynamic globalised world. employees are better equipped for the world control of their learning and their goals. With
This presents two challenges for current of work. these skills and strategies available to them,
assessment practices: firstly, assessment needs to If we then look at assessment in basic approaching tests and exams becomes more
be more creative and contextually innovative in education in the light of the challenges manageable and less daunting.
order to develop and measure individuals more presented above, there could be a bigger role
holistically; and secondly, language assessment and more focussed attention on assessment
literacy (LAL) needs to be considered more for learning (AfL) – sometimes referred to Mina Patel is an Assessment
seriously for all relevant stakeholders, including as formative assessment. AfL can provide Researcher at the British
teachers, learners, parents, decision makers feedback to learners about both their strengths Council. She is the lead
and employers, and, at the same time, concepts and areas for improvement. This information author of the Future of
of LAL need to adapt to be relevant in this can help teachers and learners to plan realistic, English: Global Perspectives.
changing assessment landscape. In order to use individual goals that can help learners to map
editorial@elgazette.com 21