The Current Practice Of Classroom Assessment - 1479 Words

As defined by Florez (1999), (cited in Sakale 2012 p.1103) speaking is â€Å"an interactive process of constructing meaning both its form and meaning depend on the context, the participants, their experiences, the environment and the purpose for speaking† Assessment is generally defined as â€Å"a process of monitoring or keeping track of the learner’s progress† (Rea-Dickins, 2000, p.376). For good assessment, teacher has to be assessment literate means that they should have knowledge about the assessment strategies, techniques and concepts (Rogier, 2014). According to Lee (2010) quantitative method to collect data concerning the practices of 51 Korean teacher to assess student’s skills. The questionnaire provides details about the current†¦show more content†¦The frequently used speaking tasks by teachers are: interview, picture description and oral presentation. All three tasks have certain similarities that according to Lee (2004) they are close to everyday life situations; enable the students to use as much L2 as possible. On the other hand, Sook (2003) research in Korean schools shows that teachers opt for such speaking assessment tasks that gave less psychological burden to students, were less time consuming and did not demand the teacher to take the role of interviewer etc. Teachers function as a rater only, scoring students responses, therefore they mostly used activities such as answering questions and describing a realia to assess the students speaking ability. Recently Xiaole, Meng and Manli (2012) utilize d questionnaire to conduct a nation-wide survey in China, a quantitative approach to explore the ways and methods of intercultural communicative competence (ICC) assessment in English programs at the tertiary level. Thirty English teachers randomly selected from 39 universities China through PPS (probability proportional to size) preferred oral presentation, role play and paper test to assess students’ ICC. The findings suggested that the teachers were confined to traditional methods of assessment. In addition to the above study Yang (2001) explored 734 EFL Taiwanese teacher’s classroom assessment practices of young language learners through quantitative