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Writer's pictureMu Mei Hsueh
Dec 15, 20232 min read

What are the needs of language learners in the classroom context?


What is the purpose of language assessment and what makes for a good language assessment tool?


The purpose of language assessment is multifaceted. It involves evaluating learners' proficiency, identifying their strengths and weaknesses, and pinpointing areas where they may have learning gaps. This data-driven approach also provide the educator feedback on the effectiveness of teaching methods.


  1. Assessing Proficiency: Language assessments show a learner's proficiency level while highlighting areas where they excel and areas needing improvement.

  2. Feedback for Teaching Effectiveness: Assessment results offer insights into the effectiveness of teaching methods. This feedback guides educators in adjusting their teaching strategies.

  3. Tracking Progress: Regular language assessments help monitor a learner's progress over time. They showcase improvements made and areas that require further attention or development.


For assessments to be effective, they must acknowledge the diverse range of learners and accommodate differences in learning styles and paces. When assessing language learners, it's crucial to consider variations in students' language abilities, as well as other developmental differences influenced by their age (Alberta Education,2012). Moreover, an effective language assessment tool not only evaluate language proficiency but also provid effective feedback and guidance.



My Mini language assessments


1) What specific choices did you make when creating your own language assessment?


Formative Assessment: Peer review with Response Cards


In developing my language assessment, I adopted a formative approach centered on Peer Review utilizing Response Cards. This method was selected to promote collaboration among students, enabling active engagement, decision-making, reciprocal feedback, and fostering a sense of ownership in their learning process (Standards 3 and 6).


During or after a student's presentation or small performance, I implemented a visual signaling system to gauge peer opinions on the presented ideas. Subsequently, I encouraged students to seek feedback from their peers on various aspects, such as pronunciation, vocabulary retention, and team cohesion.


I utilized questioning techniques to spark discussions and cultivate higher-order thinking skills (Standard 8). For instance, students were prompted to consider elements like pronunciation accuracy, vocabulary retention, and team coherence. They then expressed their opinions by saying 'Good job!' or 'I have other better ideas,' thereby contributing to the discourse.


2) What did you choose to assess (e.g. what component(s) of language)?


I chose to assess multiple components of language:

  • Comprehension of Chinese vocabulary meanings and grammar rules.

  • Analysis of sentence structures.

  • Additionally, I gathered personal feedback from each student during class sessions.


3) What did you find out through the administration process and as a result of your assessment about the learner?


Through the assessment process, several key observations were made about the learners:

  • Students displayed enthusiasm for taking on teaching roles, showing improvements in both supervisory and presenter positions.

  • The approach encouraged students to provide constructive feedback, emphasizing phrases like 'I have other better ideas' rather than negative statements like 'I don't like.' This fostered a respectful and inclusive learning environment, enhancing attentiveness and encouraging a fearless pursuit of improvement.

  • Peer evaluation facilitated the development of critical thinking skills, promoted self-awareness, and nurtured a collaborative learning atmosphere.

  • Increased team cohesion, mutual assistance, and support contribute to weaker students' positive growth and learning.






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