Language Assessment Principles Essay Example | Topics and Well Written Essays - 1000 words - 4

Language Assessment Principles - Essay Exampleother words, this meant viewing as a school-age child rather than as a teacher. Only aft(prenominal) I understood what the school-age child was seeing could I understand what would benefit the schoolchild, and therefore provide the required means of delivering that lesson. It basically allowed me to assess him based on what was challenging to him as a learner who was essay to understand the language, rather than as the savant of soulfulness who was precise fluent in the language. Another misconception I quickly became aware of was that I had always concept judicial decision was purely for the benefit of the student. While this is partly true, in an indirect way, assessment of a student rat also greatly benefit the teacher. In fact, for a good teacher the assessment of a student is vital because through assessing the student, one is qualified to assess himself as a teacher, possibly crack than he could through any other meth od. When a student struggles with certain aspects of language, but domiciliatenot point start exactly where assessment helps to narrow it down and concede information of which areas need more practice and which areas the student is weak in. This allowed me, as a teacher, to focus on those areas, and draw on the aspects of language which Anees was familiar with, or more comfortable with, to help make those unfamiliar areas more accessible for him. In other words, assessment helps a teacher asses his own process of teaching, and find out which areas need to be focused on and which areas can now be left on the student to practice in his own time.... Only after I understood what the student was seeing could I understand what would benefit the student, and therefore provide the necessary means of delivering that lesson. It basically allowed me to assess him based on what was challenging to him as a learner who was struggling to understand the language, rather than as the student of s omeone who was very fluent in the language. Another misconception I quickly became aware of was that I had always thought assessment was purely for the benefit of the student. While this is partially true, in an indirect way, assessment of a student can also greatly benefit the teacher. In fact, for a good teacher the assessment of a student is vital because through assessing the student, one is able to assess himself as a teacher, possibly better than he could through any other method. When a student struggles with certain aspects of language, but cannot point out exactly where, assessment helps to narrow it down and give information of which areas need more practice and which areas the student is weak in. This allowed me, as a teacher, to focus on those areas, and draw on the aspects of language which Anees was familiar with, or more comfortable with, to help make those unfamiliar areas more accessible for him. In other words, assessment helps a teacher asses his own process of te aching, and decide which areas need to be focused on and which areas can now be left on the student to practice in his own time. Through the various assessment tasks I provided Anees, I found very clear insight into which aspects troubled him, which in turn made my job of teaching him much easier. Therefore, it can be said that assessment of a student is also a means of assessment for the teacher, and twain student and teacher can find much to learn