Diagnostic assessment for ESOL entry 3 class
The aim of this report is to explore the crucial role that assessment tools have in the process of learning, specifically within my own teaching practice. In this report I will focus on diagnostic assessment tools and I will be discussing the key elements that make up xxxxxxxxxxxxxxxg diagnostic assessment tool. The ESOL Entry 3 students I am currently teaching completed the assessments earlier in our academic year. I will attempt to analyse and evaluate the tools to confirm that they are: valid, authentic, current, sufficient, reliable and inclusive.
An overview of assessment:
What is assessment?
Assessment is probably one of the most important tools at my disposal to help my students develop their skills, when used correctly. Assessment according to Petty ‘measures the breadth and depth of learning.’(Petty 2009:479). It is also important to note ‘that assessment is, in essence, another aspect of wider learning and teaching process’. (Curzon & Tummons 2013:391)
Why do we do it?
Assessment according to Gravells is “to ascertain if your learner has gained the competence, skills, knowledge and understanding needed at a given point towards their program or qualification”(Gravells, 2011:7). It is also my opinion that assessment when used effectively by educators also encourages and motivates learners to allow them to actively self develop and learn. To achieve developmental success there is a wide range of assessment tools available for educators and students including; Initial, diagnostic, formative and summative. By using a wide range of assessment tools we can:
1. find out if learning has taken place;
2. diagnose learner’s needs;
3. provide public acknowledgement and certification of learning;
4. allow processes of selection to be carried out;
5. provide a way to evaluate learning programs;
6. motivate and encourage learners.
(Tummons J, 2011:5)