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Assessment and Evaluation Techniques

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DOI: 10.17323/2411-7390-2017-3-2-30-38

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National Research University Higher School of Economics Baranovskaya, T., & Shaforostova, V. (2017). Assessment and Evaluation
Journal of Language & Education Volume 3, Issue 2, 2017 Techniques. Journal of Language and Education, 3(2), 30-38. doi:10.17323/2411-
7390-2017-3-2-30-38

Assessment and Evaluation

Techniques

Tatiana Baranovskaya
Higher School of Economics Research University

Correspondence concerning this article should be addressed to Tatiana Baranovskaya, National Research
University Higher School of Economics, Malaya Pionerskaya, 12, Moscow, Russian Federation, 115054.
E-mail: [email protected]

Valentina Shaforostova
Higher School of Economics Research University

Correspondence concerning this article should be addressed to Valentina Shaforostova, National Research
University Higher School of Economics, Malaya Pionerskaya, 12, Moscow, Russian Federation, 115054.
E-mail: [email protected]

Assessment and evaluation have always been important; they are linked to language teaching
methodology, program outcomes, language teacher competencies, language standards and
second language acquisition training. They can serve many different policies and can come
in different forms. Assessment and evaluation have always been seen as the responsibility of
the specialists, but they have rarely been included as a component in English language teacher
(ELT) training. However, the ELT field has been experiencing a major shift in assessment and
evaluation with effects on teachers, and learners around the world. It has also been influenced
by a major questioning of traditional forms of testing and the underlying psychometric
principles of measurement in ELT. Recent studies reveal that the reconceptualization of English
language assessment and evaluation provides systematic information about student learning
in relation to their performance and contributes to better understanding of their strengths and
weaknesses. In many ways ELT has lagged behind the rest of education in the exploration of new
theories and assessment and evaluation tools, including self-assessment. This research gap was
generated partly because of the lack of integration with mainstream educational theory and
practice in many areas of ELT, and partly because of powerful positions of traditional English
language tests. The attempt to bridge this gap has lead to the research carried out. The aim of
this article is to elaborate different assessment techniques that may better address student
learning needs, improve student learning and engage students in self-assessment, including
the sequence of steps that could lead to self-assessment. The study shows that the techniques
implemented to develop self-assessment enable students to perform well.

Keywords: evaluation, assessment, important, English language

This article examines the importance of assessment teachers useful information on how to improve their
and evaluation A major concern of English language teaching methods.
teaching has been assessing and evaluating students’ Assessment and evaluation are very important
progress during the course of study as well as their parts of the constructive alignment process. Well-
achievements at the end of it. The methodology of designed assessments can allow students to use the
this paper is a qualitative approach using classroom knowledge and skills they have learnt and indicate
activities and library sources as well as other related their level of mastery. The feedback on the assessment
research in an attempt to improve students’ knowledge will also provide students with clear information on
and learning. Assessment and evaluation also give the criteria they need to succeed at assigned tasks,

This article is published under the Creative

30 Commons Attribution 4.0 International License.
 ASSESSMENT AND EVALUATION TECHNIQUES

can give the lecturer a clearer sense of how the task is making.
assessing mastery and what aspects are being assessed. In classroom assessment, since teachers themselves
Evaluation of the course or module, by students and develop, administer and analyse the questions, they
lecturers should feed back into the whole process of are more likely to apply the results of the assessment
curriculum alignment, as well as reflect critically and to their own teaching. Therefore, it provides feedback
constructively on the outcomes, the teaching and on the effectiveness of instruction and gives students
learning activities, the assessment and the experience a measure of their progress. As Biggs (1999) maintains,
of the course or module. Reflexivity, continuous two major functions can be pointed out for classroom
learning and development are key aims of successful assessment: one is to show whether or not learning
evaluation. has been successful, and the other one is to clarify the
Through the use of appropriate classroom expectations teachers have of the students (Dunn et
assessment strategies and techniques, teachers can al., 2004).
increase their students’ motivation and show them Assessment plays a number of roles in the life of
how well they have learned the language. Evaluation a student, some of which they may be more aware
goes beyond learners’ achievements and language of than others. It is widely accepted that students’
assessment to consider all aspects of teaching and learning patterns, educational focus, and allocation of
learning. Although the terms ‘assessment’ and time will be directly influenced by assessment. It does
‘evaluation’ are often used interchangeably, they more than allocate a grade or degree classification
can be considered two parts of the same process. to students – assessment plays an important role in
Assessment is the process of gathering evidence of focusing their attention and, as Sainsbury & Walker
what the child can do. Evaluation is the process that (2007) observe, actually drives their learning. Gibbs
follows this collection of data, including analysis and (2003) states that assessment has 6 main functions:
reflection, as well as decisions based on the data. 1. Capturing student time and attention;
This paper will present some useful assessment 2. Generating appropriate student learning
and evaluation techniques that can assist language activity;
teachers to create a dynamic classroom situation 3. Providing timely feedback which students pay
for evaluation. It will show that the quality of the attention to;
assessment and evaluation in the educational process 4. Helping students to internalise the discipline’s
has a profound link to students’ performance and standards and notions of equality;
can engage them in self-assessment which is most 5. Generating marks or grades which distinguish
important in English language teaching. among students or enable pass/fail decisions to
be made;
6. Providing evidence enables them to judge the
Materials and Methods appropriateness of course standards.
He states that, with the exception of the last two
Theoretical Background points, these functions should occur as frequently as
possible to support effective learning.
The present study focuses upon the qualitative The purpose of classroom assessment and
approach of English language learning assessment evaluation is to give students the opportunity to show
and evaluation process in the educational system. what they have learned rather than catching them out
Evaluation in teaching the English language is a or to show what they have not learned. Needless to
process of collecting, analysing and interpreting say, evaluation and assessment can focus on different
information about teaching and learning in order aspects of teaching and learning: respectively,
to make informed decisions that enhance student textbooks and instructional materials, student
achievement and the success of educational programs achievement, and whole programs of instruction.
(Rea-Dickens & Germanie, 1993; Genesee & Upshur, It is important to clarify the distinction between
1996; O’Mally & Valdez-Pierce, 1996). Evaluation is a evaluation and assessment. These terms are often
process that includes five basic components: used interchangeably and are, in fact, related, but they
• Articulating the purpose of the educational are technically different. Assessment of an individual
system; student’s progress or achievement is an important
• Identifying and collecting relevant information; component of evaluation: it is that part of evaluation
• Having ideas that are valuable and useful to that includes the measurement and analysis of
learners in their lives and professions; information about student learning. The primary focus
• Analysing and interpreting information for of assessment in English Language Teaching has been
learners; language assessment and the role of tests in assessing
• Classroom management or classroom decision students’ language skills. Evaluation goes beyond

31
 TATIANA BARANOVSKAYA, VALENTINA SHAFOROSTOVA

student achievement and language assessment to of tests and theses or dissertations are examples of
consider all aspects of teaching and learning and to summative assessments.
look at how educational decisions can be made on Feedback is a very important part of the assessment
the basis of alternative forms of assessment. Gensee process, both formative and summative. Through
(cited in Carter & Nunan, 2001) believes that another receiving focused, relevant and guiding feedback,
purpose of evaluation is to guide classroom instruction students are able to understand where their strengths
and enhance student learning on a day-to-day basis. and weaknesses are, and where they still need to
Classroom assessment and evaluation concerns: concentrate their efforts in terms of their own learning.
• Suitability of general instructional goals and Through giving feedback, lecturers and tutors are
objectives associated with an individual lesson better able to make similar assessments of strengths
or unit plans; and weaknesses for students. This can enable more
• Effectiveness of instructional methods, responsive teaching and tutoring to address gaps and
materials and activities used to attain weaknesses where necessary. It can also  provide a
instructional objectives; better understanding of how students are responding
• Adequacy of professional resources required to to the methods and styles of teaching and tutoring.
deliver instruction. It can further show how deeply and accurately the
Classroom assessment and evaluation under students grasp and understand the relevant knowledge
the active management of teachers can also serve and employ the related skills and practices to explore
important professional development purposes since and demonstrate their knowledge.
the information resulting from such evaluations Evaluation is an important part of an aligned
provides teachers with valuable feedback about curriculum and an overall teaching and learning
their instructional effectiveness that they can use strategy because it is a part of the feedback and
to develop and improve their professional skills. development cycle. It should be a part of any responsive
As part of reflective teaching movement, teachers and up-to-date teaching and learning strategy or
are encouraged to conduct research in their own plan. Evaluation gives students opportunities to
classrooms (Nunan, 1989b; Allwright & Baily, 1991; speak to the lecturer about their experiences and
Richards & Lockhart, 1994); classroom assessment impressions of the course content and the pedagogical
and evaluation is an important part of such research. approaches that have been used. It, therefore, gives
Assessment is perhaps one of the most important lecturers valuable insights into how they teach and
elements of curriculum design and alignment, how effectively instruction has been taken up by the
because this is where it is possible to see if students students.
can demonstrate mastery in terms of the knowledge One of the most important issues in evaluation is
and skills they need to have learnt. Assessment, in a timing. Teachers can use quick exercises to check in
constructively aligned curriculum, must speak to the with students during the course, at the end of a topic
outcomes listed for the course. It must draw in both or after an assignment has been completed. Longer and
the knowledge and the practical and intellectual skills more detailed evaluation for the end of a course can
and competencies that students have been taught also be created. Students who did the course last year
and that they have practiced in lectures and tutorials. can be asked to complete a retrospective evaluation.
Assessment activities must test what has been learnt The important thing to consider when thinking about
and taught, and should not be constructed so as to be the timing is the purpose of the evaluation (what do
ambiguous or inexplicit. students need to know and why), and what teachers
Assessment tasks can be formative and summative. plan to do with the information students give them.
The former give students opportunities to make errors Gensee and Upshur (1996) state that classroom
and get constructive, guiding feedback used to develop assessment and evaluation is concerned primarily
competency and understanding in further assessments with improving instruction in order to help enhance
and teaching and learning. Formative quizzes, essays students’ learning. Teachers in any educational system
that can be drafted and revised, and short written or are actively and continuously involved in assessment
verbal tasks that receive detailed feedback are examples and evaluation. Students can also be active participants
of formative assessments. They are opportunities for in assessing their own achievements and in planning
the students to demonstrate mastery or competence how they will study and learn a second language, i.e.
in a particular area or across several areas that have they can be engaged in the early stages of the process of
been studied. The feedback is usually less detailed and self-assessment. The context of classroom assessment
aimed more at providing a summary of what they have and evaluation is summarized by Gensee and Upshur
and have not yet mastered. Examinations, some kinds (1996) in the following figure:

32
 ASSESSMENT AND EVALUATION TECHNIQUES

1 learners’ attitudes or social behaviour that result from

Input Factors classroom instruction (e.g. changes in attitudes toward
↓ the target language, the target language group, or the
2 3 10 learner’s first language group). However, in most cases
Student needs →→→ Instructional Assessment these objectives are secondary to language learning
and abilities purposes Evaluation
objectives. Gensee (1996) deals with philosophical
↓ ↓ ↑ objectives as changes in attitudes, values, or beliefs of a
4 5 9 more general nature than those associated with socio-
Time, Instructional Redesigned affective objectives. And, finally, method or process
Attitudes, →→→ Plans Restaffed
Resources,
objectives refer to methods, processes, experiences,
Facilities, materials, activities, or other aspects of instruction.
Support Nevertheless, Gensee and Upshur (1996) state that
↓ ↓ ↑ the influence of these objectives is not equally useful
6 7 8 for classroom instruction. They believe philosophical
Teacher →→→ Instructional →→→ Output objectives, for example, are minimally useful.
Abilities practices Result Strategic objectives help in understanding students’
Figure 1. The context of classroom assessment and performances in class, thus, play an important role in
evaluation. instructional planning. They are, however, secondary
to language acquisition; in other words, the effective
Any instruction consists of three components: first, deployment of certain strategies should lead to
the purposes identify the objectives of instruction – enhanced second language attainment and usage.
the “WHY”; second, the plans describe the means of Clearly, language objectives are fundamental to
attaining those objectives – the “HOW”; third, practice second language evaluation.
reveals what actually takes place in the classroom – the Gensee and Upshur (1996) argue that evaluation
“WHAT”. Gensee and Upshur (1996) also discuss other and assessment involve comparison. More specifically,
factors, which are not part of classroom instruction decisions that result from assessment are arrived at
itself, but can have a significant effect on second by making comparisons. They claim that in order to
language teaching and learning. They refer to these evaluate and assess, it is necessary to understand the
additional factors as “input factors.” Thus, it can be factors that influence student performance in class.
said that classroom assessment and instruction have This means going beyond the assessment of just
four aspects, namely: purposes, plans, practices, and achievement. Chastain (1988) believes that teachers
input factors. need to constantly evaluate their teaching on the basis
Instructional objectives are identified as the of student reaction, interest, motivation, preparation,
goals that a teacher sets while teaching. On the one participation, perseverance, and achievement. The
hand, they provide direction for planning appropriate conclusions drawn from such ongoing evaluation
instruction and, on the other hand, they provide a constitute their main source for measuring the
basis for determining whether a student has achieved effectiveness of selected learning activities.
what a teacher has set out to accomplish. They provide Evaluation of achievement is the feedback that
criteria for assessing the outcomes of students’ makes improvement possible. By means of evaluation,
learning and monitoring their performance. Different strengths and weaknesses are identified. Evaluation,
kinds of objectives can guide classroom instruction: in this sense, is another aspect of learning. It enables
1) language, 2) strategic, 3) socio-affective, 4) learners to grasp what they missed previously and
philosophical, and 5) method or process. helps the teacher to comprehend what can be done
Language objectives refer to language skills that in subsequent lessons to improve learning. To do
learners are expected to acquire in the classroom. so, alternative methods (e.g. dialogue journals,
Objectives that are concerned with strategies for portfolio conferences, interviews and questionnaires,
communicating, learning, and critical thinking are observation, etc.) are available for collecting useful
referred to as “strategic objectives”. Learning process information about language learning and about
refers to a “conscious processes and techniques student-related factors that influence the processes of
that facilitate the comprehension, acquisition, and language teaching and learning. It is widely accepted
retention of new skills and concepts” (Chamot & that the assessment/evaluation process involves the
O’Malley, 1989). According to Chamot and O’Malley, use of multiple sources of information collected in a
they may include metacognitive strategies (such as variety of contexts. At the primary level, many teachers
selective attention), cognitive strategies (such as use observation, work samples, and questionnaires as
summarizing and elaboration), or socio-affective tools in the process of assessment and evaluation.
strategies (such as questioning for clarification).
Socio-affective objectives refer to changes in Methodology

33
 TATIANA BARANOVSKAYA, VALENTINA SHAFOROSTOVA

This article includes analyses of the evaluation and Table 1

assessment tools carried out by teachers at the National Assessment results of the first group (43 students)
Research University Higher School of Economics with Number of Score
fourth-year students in the Department of Public students (60)
Administration. The main idea of the experiment was 4 55-58
to develop students’ ability to assess their own speaking 5 53
skills. The expected skills of fourth-year students
included: specialized knowledge and experience in 4 50
conveying ideas and information clearly and in a 9 45-49
well-organized manner; ability to give presentations; 9 41-44
effective communication skills. To acquire these 5 37-40
necessary skills in order to confidently and effectively 3 32-35
interact in speaking situations, students should learn
2 28-30
how to plan, organise and present information on a
variety of topics. They should be able to give formal 2 27
presentations at conferences as well as talk to experts,
consultants, visiting researchers, etc. Table 2
Focusing on this primary task, the authors Assessment results of the second group (47 students)
conducted an experiment on developing, improving,
mastering and assessing oral presentation skills Number of Score
students (60)
among the fourth-year students. At the end of
5 55-57
the course the students were supposed to give
presentations to accompany the formal written paper, 6 52-54
i.e. a project proposal. The 90 students who took part 5 51
in the experiment were split into six smaller groups: 10 47-49
three of these groups were organised as Group 1; the 8 41-45
other three groups comprised Group 2. Both groups
4 38-40
were given instruction on oral presentation skills. But
while the first group were given specific instruction 3 34-36
about how they would be assessed and were shown the 4 29-32
evaluation criteria for oral presentations, the second 2 26-27
group received no explicit information regarding
evaluation; the input they received was based solely
on the fourth-year teaching materials (Kuzmenkova, Results
2011).
To assess students’ level of English language Introducing a Presentation
competence at the beginning of the course, both
groups were given Objective Placement Test, Variant 1 In Group 1, information shared on how to
CUP & FLTRP, 2010 (consisting of 60 multiple-choice introduce a presentation and make it effective was
questions divided into three sections Language Use provided by the teacher’s input and the students
(40 items), Reading (10 items), Listening (10 items)). were asked to select a problem that they felt deserved
The results achieved of the first group of 43 the special attention of the class. After that, they
students are presented in Table 1. worked individually to prepare a one- to two-minute
The second group of 47 students (whose results introduction for a presentation on the topic. When
were rather close to the first group) results are the task was completed, the students worked in small
presented in Table 2. groups and they then took turns presenting their
The pre-test showed that the level of the English introductions to the group. Once all the introductions
language competence was practically equal in both were presented, the strengths and weaknesses of each
groups. were discussed. Before the discussion, the instructor
To accomplish the objective of the study, the authors assigned different students to fill out the evaluation
attempted to verify the role of continuous evaluation form and consider the following questions in analysing
of different stages on their ability to master the special both positive and negative sides of each introduction.
skills associated with giving presentations. With this 1. How did the speaker attract listeners’ interest
task in mind, the authors conducted research with the and focus their attention on the topic?
first group of 43 students. The essence of the study 2. What was the central idea of the presentation?
was to evaluate each part of the presentation, which Was it clearly stated?
was to be introduced during the academic course. 3. What preview did the speaker give of the

34
 ASSESSMENT AND EVALUATION TECHNIQUES

presentation organisation? 5. What do your peers want or need to know about

4. How did the speaker plan to handle questions this subject?
from the audience? After that, the teacher wanted the students to write
5. Can you offer any suggestions for improving down two topics from their field of the research that
the introduction? they thought would be suitable for a five- to ten-minute
After that the listeners carefully studied the presentation to be given to students in the class. The
assessment criteria and justified the grade allocated. instructor collected these topics, listed them on the
Eventually the students were given a list of board and asked students to work in small groups. The
suggested topics (in alphabetical order) and optional students in groups analysed each topic, considered
guidelines: whether it was too limited, too general, too technical
A. Discuss a recent development or innovation in or too well-known for the audience. Moreover, if the
your field students found the topic unsatisfactory, they revised
Guidelines: it to make it adequate for delivering a precise message.
• How was it developed?
• What are its current and future applications or Concluding a Presentation
uses?
• What needs does the particular development To make a strong impression on listeners, the
meet? conclusion of the presentation should be brief and to
• What, if any, are the problems associated with the point of the talk. For example, when presenting
it? conclusions, students are instructed that it is not the
B. Discuss a research project that you have carried time and place to introduce new ideas, but to remind
out: the audience of what has already been presented by
Guidelines: reviewing the main points and emphasising the major
• the purpose of the research; issues. The listeners are prepared for the end of the
• what you did; talk through some signalling strategies for concluding
• when and where you conducted the research; a presentation; for example, “And now let me quickly
• significant results/conclusions/ review the main points (advantages, reasons, effects,
recommendations; types) of _________.”
C. Imagine that you are speaking to some students Having identified the main features of conclusion,
who are interested in majoring in your particular the teacher assigned the tasks for writing conclusions
field of study. Conduct a discussion on different using the same topics that were given as the examples for
job opportunities in this field. writing an introduction. Students worked individually
to prepare a one- or two-minute conclusion to a
Determining Content presentation they selected. When everyone finished,
they started to work in small groups, taking turns
Inevitably, at some point in preparing for a presenting conclusions to the group. Within the small
presentation, students began to be concerned about groups, strengths and weaknesses were discussed and
determining the content, that is, what specific then results were reported to the whole group.
information to include. Students were introduced to the After studying the information on determining
structure and teachers emphasised that the focus of any the content and preparing the conclusion of the
informative presentation should be to communicate presentation, students prepared a four- or five-minute
useful information in an explicit way. For the fourth- talk to give to a group or to the entire class, taking into
year students, the topic chosen for presentation was account the following guidelines:
related to their studies or research projects. Once the • making an outline of the points to be presented
subject issue was chosen, the topic would be limited in (avoiding writing out every word of the
order to cover the information adequately within the presentation)
time available for the presentation. When students • making sure the points were put in a logical
selected the topic for their presentations they also order
considered the following points: • planning the introduction and conclusion
1. Do you have enough time and resources to • making up a short list of any specialised or
conduct the necessary research? technical terms, etc.
2. Have you narrowed the topic enough to cover it The teacher assigned some students the task
adequately within the time limits? of evaluating the presentations. These listeners
3. Is the topic of potential interest to your considered the following questions in analysing
listeners? strengths and weaknesses of the content presented:
4. Is the topic too easy/too difficult or too 1. What kind of details, examples or facts related
technical for the audience? to the topic did the speaker include?

35
 TATIANA BARANOVSKAYA, VALENTINA SHAFOROSTOVA

2. Did the speaker use the appropriate vocabulary? way to understand and remember. Some of the most
3. Was it the right level for these particular commonly used patterns of organisation are: (a) topical,
listeners in terms of understanding? (b) chronological, (c) spatial, (d) problem-solution, (e)
4. Was the information too simple or too complex cause and effect, (f) comparison/contrast (Matthews
for the audience? & Marino, 1990). For example, in comparison/contrast
5. Did the presentation meet the time pattern, there are two basic ways to follow when two
requirements? things are compared or contrasted: A-B and point-by-
They also examined the positive and negative sides point. In the first type, the two things to be compared
of the conclusion focusing on the following questions: are discussed in turn to give a general picture of the
1. Did the speaker use a fixed phrase to lead into comparison by focusing first on A then on B. While in
the conclusion? What was it? the second type, the point-by-point approach, specific
2. Was there a summary of the main points of the details are emphasised, alternating between A and B.
presentation? The plan for this pattern is given in a Table 3.
3. Did the presenter highlight the major issues?
Table 3
4. How did the speaker elicit questions from the
Two solutions to a problem
audience?
5. If the conclusion did not meet the format how To compare two solutions to a problem
could it be improved?
According to the teacher’s instructions, the A-B type Point-by-point type
listeners then reported the results to the speakers and
I. Solution 1 I. Cost
the rest of the class, and finally discussed them.
A. Cost A. Solution 1
In terms of organising information, determining the
central idea explains exactly what aspect of the topic B. Practicality B. Solution 2
is to be covered. Thus, the central idea controls what is C. Side effects II. Practicality
included in the presentation and also determines the D. Disadvantages A. Solution 1
arrangement of the main points. E. Advantages B. Solution 2
Organising Information
II. Solution 2 III. Side effects
For example, the chosen subject ‘International
Cooperation’, could be developed in a variety of A. Cost A. Solution 1
ways: a) the history of creation; b) the importance B. Practicality B. Solution 2
of international cooperation to avoid dangers, solve C. Side effects IY. Disadvantages
problems; c) working together with the UN and other D. Disadvantages A. Solution 1
organisations to deal with international problems;
E. Advantages B. Solution 1
d) priorities of international cooperation: a. the
environment b. economic cooperation c. regional Y. Advantages
infrastructure d. the indigenous population e. social A. Solution 1
aspects f. cross-border cooperation, etc. B. Solution 1
To build up several different topics with a clear
central idea, the teacher asked the students to work in Further, the teacher asked the students to
small groups. Each group was given the list of general work in small groups to determine which pattern
subjects: of organisation would work best with the general
• Public Administration subjects suggested earlier. When the students finished
• Civil Service the task, they discussed the results in their groups.
• Procurement After giving some time for comparing the patterns, the
• Bureaucracy teacher invited one person from each group to present
• Corruption the outline of their topics on the board. The audience
• Budgeting made comments, pointed to positive and negative
• E-Government sides and improved the imperfect ones.
• Knowledge Management
• Public-Service Motivation Using Transitions
• Crowdfunding
Working in a group, the students compared their In order for the listeners to understand the
topics, reported their results and finally selected relationship of the ideas and to show them how
those that sounded most relevant to the subject. The the pieces of information fit together into a logical
teacher emphasised that the central idea is the main pattern, transitions need to be used. The students were
body of the presentation. It consists of key points given the task to work individually, planning their
that need to be arranged for the audience in an easy presentations with the focus on outlining and using

36
 ASSESSMENT AND EVALUATION TECHNIQUES

transitions effectively, moving from point to point and Table 5

connecting different parts of the talk. Post-test scores of the second group
When individual work came to an end, the Number of Score
students (47) (60)
teacher instructed the students to work in groups,
taking turns giving their presentations. After each 5 56-58
speaker had finished, the discussion of strengths and 6 53-55
weaknesses was initiated. Having practiced in groups, 5 49-50
some of the students were asked by the teacher to 8 48-49
give presentations to the entire class. Meanwhile
8 42-46
the teacher also assigned some students to do the
following listening task: 6 39-41
1. What was the central idea of the presentation? 4 35-37
2. What pattern of organisation did the speaker 5 30-33
use?
3. What were the main points presented by the
speaker?
4. Were the main points presented in a logical Discussion
way?
5. How well-connected were the different parts
and ideas of the presentation? The present study provides an overview of
Turning to the conditions of the experiment assessment techniques pertinent to English language
the first group under research was aware of the training in the field of oral speech. This exploration can
examination speaking criteria while the students of help to understand the extent to which these learning-
the second group were not presented the criteria and oriented techniques of assessment affect competence in
were not evaluated according to these criteria as the English language learning and lead to self-assessment,
first group was. which plays an active role in English Learning
To see the effect of the experiment and to assess Teaching. This issue has not been studied so far and
students’ level of English language competences in the main aim of the present study was to observe and
terms of general English, the students were given characterise these effects. The research consistently
Objective Placement Test, Variant 2, CUP & FLTRP, 2010 showed that only assessment “for learning” and not “of
before the exam of the fourth-year academic course. learning” lead to self-assessment. A sequence of steps
This post-test revealed a definite progress in the first to develop self-assessment was worked out: setting
group: goals for students; the assessment of each language
component; guidance of the teacher in discussions;
Table 4
clear references if students needed further review;
Post-test scores of the first group
teacher insights into student motivation. These
Number of Score patterns were repeated several times. They proved to
students (43) (60) demonstrate permanent progress. The development
7 60 of the assessment techniques encourages the active
6 57-58 involvement of students in the process of their own
5 53-55 learning and assessment. These results indicate that
the techniques implemented to develop assessment
7 48-50
and self-assessment are intended to shift the focus
7 45-47
more to students, enabling them to become more
5 41-43 effective learners and to succeed in English language
3 38-40 learning.
3 33-36

While the results of the second group did not Conclusion

improve much (see Table 5).
Therefore, the authors were persuaded that
continuous evaluation and awareness of the The research conducted by the authors shows that
assessment criteria had a positive impact on the the framework used in assessment produces good
process of students’ further development in the field results. It outlines the relationship between assessment
of English language training. Moreover, these methods and self-assessment. The authors argued that self-
led to remarkable results at the final examination. assessment plays a major role in ELT and explored

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 TATIANA BARANOVSKAYA, VALENTINA SHAFOROSTOVA

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