The Pedagogic Role of Assessment in Improving Learner Outcomes

Popkova, Ekaterina

doi:10.1007/978-3-030-42269-1_2

Ekaterina Popkova²

716 Accesses
1 Citations

Abstract

Many innovative assessment methods offered to students over the last two decades still retain major focus on measurable performance, whereas the pedagogic role that assessment can play in improving learner outcomes is generally disregarded. This chapter introduces the authors’ experience of applying engaging and fair language assessment practices that boost the pedagogic potential of assessment. In more precise terms, it outlines a range of assessment approaches and techniques that ensure greater assessment fairness, encourage experimentation and risk taking on the part of the learner, offer an individualised approach to testing, and contribute to a friendly learning environment. Although their effectiveness was practically tested in language teaching of tertiary students, the assessment practices described are believed to be applicable across a range of other teaching settings.

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Authors and Affiliations

Moscow State Institute of International Relations (MGIMO University), Moscow, Russia
Ekaterina Popkova

Authors

Ekaterina Popkova
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Editors and Affiliations

English Department, Faculty of Human and Social Sciences, Tunis, Tunisia
Sahbi Hidri

Appendices

Appendix 1: Examples of Personalised Test Items

1.
Use the verb in brackets in the correct verb form:
- Anatoly (want) to become a lawyer since he (be) ten.
- Nikita (meet) his best friend when he (visit) the Pushkin Museum of Fine Arts.
2.
Insert the correct preposition:
- Ludmila found all she needed for her presentation ___ the Internet.
- Yegor decided which university to go to only ___ the end of his school studies.
3.
Rewrite the following using inversion:
- Alex could tell what his future occupation would be only when he turned 15.
- These days Nikita travels wherever he wants. Besides, he buys what he wants, too.

Appendix 2: Examples of End-of-Term Motivational Items

1.
I think my English has immensely improved this year.
1. (a)
  True
2. (b)
  False
2.
My teacher thinks that my English has immensely improved this year.
1. (a)
  True
2. (b)
  False
3.
I’ve worked really hard the whole year and my teacher appreciates it.
1. (a)
  True
2. (b)
  False
4.
All in all, my teacher is very satisfied with my work on this course.
1. (a)
  True
2. (b)
  False

Appendix 3: Examples of Test Items with Humour Component

1.
Choose the correct pronunciation of the noun tribunal:
1. (a)
  [‘tribjunel]
2. (b)
  [tribju’nel]
3. (c)
  [trai’bjunel]
4. (d)
  Dear teacher, you must know such simple things without the students’ help!
2.
Which of the following is grammatically correct?
1. (a)
  in the most of situations
2. (b)
  in most of the situations
3. (c)
  in most situations
4. (d)
  in the most situations
5. (e)
  It doesn’t really matter how I say it. It’s the other people’s job to understand what I mean ☺

Appendix 4: Students Evaluation Questionnaire

(A)
Think about your assessment experience on the course and provide your answers and/or comments to the questions below.
1. 1.
  What do you think about testing on the course in this semester? Please explain your answer.
  1. (a)
    Tests were too difficult.
  2. (b)
    Tests were quite difficult.
  3. (c)
    Tests were neither too difficult nor easy.
  4. (d)
    Tests were quite easy.
  5. (e)
    Tests were too easy.
  Comments: ______________________________________
2.
Assessment on the course was fair and appropriate.
1. (a)
  strongly agree
2. (b)
  agree
3. (c)
  neither agree nor disagree
4. (d)
  disagree
5. (e)
  strongly disagree
Comments: ______________________________________
3.
Did you choose to do the tasks with the clues provided? Please explain your choice.
1. (a)
  with the clues
2. (b)
  without the clues
Comments: ______________________________________
4.
Do you think bonus tasks in tests are a good idea?
1. (a)
  yes
2. (b)
  no
Comments: ______________________________________
5.
Frankly speaking, do you think giving students a chance to finish a test at another lesson is a good idea?
1. (a)
  yes
2. (b)
  no
Comments: ______________________________________
6.
What is your attitude to personalised test items? Please explain your answer.
1. (a)
  I find them interesting.
2. (b)
  My attitude is neutral.
3. (c)
  I think such question items are inappropriate.
Comments: ______________________________________
7.
What do you think of humorous elements in some test items? Please explain your answer.
1. (a)
  I find them engaging.
2. (b)
  My attitude is neutral.
3. (c)
  I think such question items are inappropriate.
Comments: ______________________________________
8.
Do you have any other comments about assessment on the course? Please provide them below.

Comments: ______________________________________
(B)
Think about your attitude to the course and answer the following questions.
9.
When you first enrolled on the course, what was your level of interest?
1. (a)
  very high
2. (b)
  high
3. (c)
  medium
4. (d)
  quite low
5. (e)
  very low
10.
What is your current level of interest in the course?
1. (a)
  very high
2. (b)
  high
3. (c)
  medium
4. (d)
  quite low
5. (e)
  very low
11.
On average, approximately how many hours per week outside of class time do you spend working on the course?
1. (a)
  one hour at most
2. (b)
  1–2 hours
3. (c)
  2–3 hours
4. (d)
  3–4 hours
5. (e)
  4–5 hours
6. (f)
  more than 5 hours
12.
Do you have any other comments about your learning experience on the course? Please provide them below.

Comments: ______________________________________

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Popkova, E. (2020). The Pedagogic Role of Assessment in Improving Learner Outcomes. In: Hidri, S. (eds) Changing Language Assessment. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-42269-1_2

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DOI: https://doi.org/10.1007/978-3-030-42269-1_2
Published: 09 April 2020
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-42268-4
Online ISBN: 978-3-030-42269-1
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