LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 6 June 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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Making of New Methods for Alternative Assessment and Evaluation in
Indian Context: A Perspective


Md. Motiur Rahman, Ph.D.

Abstract

The present paper deals with an alternative personal-response assessment, which in conformity with the learner-centered principles, treats assessment as an integral part of teaching in formative evaluation. Alternative assessment also promotes the atmosphere of confidence so that students that are affected by evaluation become involved in its process. Assessment becomes a diagnostic mechanism for providing the efficiency of the teaching method. Furthermore, it helps students to demonstrate that they are making progress in language skills development, which can encourage their motivation to identify their own strengths and weaknesses, and promote autonomy and independent language learning skills.

However, a teacher’s role is not less significant in teaching process. They are prompted to communicate freely and are more able to engage in self-criticism and rethinking. Students’ involvement in assessment assists them in achieving mellowness and responsibility in making progress in language learning process.

A new alternative method called self-assessment has been applied for NLLT (National Level Language Test 2010) at the National Testing Service-INDIA (NTS-INDIA) Centre for Testing and Evaluation, Central Institute of Indian Languages (CIIL), Mysore. It really challenges teachers to introduce a new method of assessment and evaluation to students. The analysis showed that achievements in improving alternative assessment and evaluation language skills must come from a student himself / herself.

Key words: assessment, self-assessment, evaluation, language learning, achievements, teaching.

Self-assessment

The last two decades have witnessed a notable shift from structural teaching methods to communicative, humanistic and learner-centered approaches. Self-assessment is needed to assist teachers in making decisions about students’ achieved linguistic abilities. Therefore, self-assessment becomes a diagnostic tool that provides feedback to a learner and a teacher about the suitability of the language course program and effectiveness of teaching methods.

Students are expected to develop a sense of responsibility and initiative in self-assessment when studying the language. Motivation is the first important aspect which matters the most. Students are often passive in their approach to the process of learning, and become demotivated if they cannot see any apparent progress in their acquisition of language skills. So, involving students in the assessment and evaluation process as self-directed learners is an essential part of balanced assessment. Students need to examine their own work and think about what they do well and in which areas they still need help. They can compare their work and create evaluation criteria for achieved results. Students learn the qualities of good work, how to judge their work and their own efforts of achievement in language learning and how to set personal goals. They develop the habit of self-reflection.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Md. Motiur Rahman, Ph.D.
Department of Linguistics
Aligarh Muslim University
Aligarh-202002
Uttar Pradesh
India
rahman.res@gmail.com

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