Bringing Classroom-Based Assessment into the EFL classroom

This  paper  describes  how  English  as  a  Foreign  Language  (EFL)  teachers  can  bring  reliable, valid, user-friendly assessment into their classrooms, and thus improve the quality of learning that  occurs  there.  Based  on  the  experience  of  the  author  as  a  an  EFL  teacher  and  teacher-trainer, it is suggested that the promotion and development of autonomy, intrinsic motivation, and  self-esteem  that  takes  place  in  a  Classroom-Based  Assessment  (CBA)  environment facilitates  an  holistic  approach  to  language  learning  and  prepares  the  students  for  the  high-stakes  tests  that  often  determine  their  motivation  for  learning  English.  Rather  than  relying  on the  memorization  of  language  code,  form,  lexis,  and  prepared  answers,  students  who  have learned  in  a  CBA  environment  are  able  to  self-assess,  peer-assess,  build  portfolios,  and  edit their  own  work.  Not  only  does  this  reduce  the  assessment  burden  on  the  teacher,  but  it  also develops the skills of problem-solving, critical thinking, and summarization in the students, in addition  to  a  heightened  awareness  of  the  language-learning  process.  By  learning  how  to  set goals,  assess  their  achievements,  and  reflect  on  their  future  learning  needs,  students  become more  efficient  language  learners.  While  acknowledging  the  place  of  standardized,  summative tests  in  contemporary  society,  it  is  suggested  that  CBA  in  the  EFL  classroom  can  enhance long-term  learning  and  consequently  enable  and  empower  students  to  prepare  for  their  future learning needs.

کلیدواژه ها:

EFL ، Classroom-Based Assessment (CBA) ، long-term learning ، empowerment ، holistic language learning