Who Are We Assessing? Placement, Needs Analysis and Diagnostics

  • Liying Cheng
  • Janna Fox
Part of the Applied Linguistics for the Language Classroom book series


The research literature is full of examples of how better understanding of our students’ language learning experiences can improve the impact and effectiveness of our teaching and, as a result, enhance learning (see, for example, Gottlieb, 2006; Ivaniˇc, 2010; Zamel and Spack, 2004). In Chapter 5, we discuss assessment approaches and practices that can help us to better understand our students’ learning by addressing the following questions about who our individual students are: What is each student in my class bringing to the learning of the language? How does each of my students intend to use the language in the future? What are my students’ learning goals? When we recognize the unique and varied cognitive, cultural, educational and emotional differences of our students, we are in a far better position to address gaps in their knowledge, skill and understandings and develop their strengths in learning (Cheng, 2013, Fox and Cheng, 2007).


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Copyright information

© The Editor(s) (if applicable) and The Author(s) 2017

Authors and Affiliations

  • Liying Cheng
    • 1
  • Janna Fox
    • 2
  1. 1.Professor of Teaching English as a Second/Foreign LanguageQueen’s UniversityOntarioCanada
  2. 2.Associate Professor of Applied Linguistics & Discourse StudiesCarlton UniversityOntarioCanada

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