Document Type
Open Access Capstone
Publication Date
1994
Abstract
The focal point in this paper is the evaluation of the current assessment process in our EFL teaching program in the general secondary school certificate education and the general secondary school certificate English exams (G.S.E.C.E.E.) being the only tool used in this respect. The purpose of such evaluation is to decides its effectiveness as an integrated part in the EFL teaching process since effective assessment makes effective teaching.
The hypotheses tested in this study have been: a. The assessment process in our EFL program is not effective enough and it has harmful effects on the the EFL teaching process., b. The G.S.E.C.E.E. are note adequate enough as assessment tools. Yet, it is important to note that the present study is not intended to exclude the G.S.E.C.E.E. from the assessment process but to shed light on the other additional tools that can be used in this respect.
In chapter one, the rationale of the study is presented. It includes the statement of the problem and its significance. It also covers the objectives of the present study and its hypotheses along with the definition of terms. The development of the assessment process in ESL/EFL programs all over the world and the current issues in language assessment have been topped in this chapter.
In chapter two, the literature related to the assessment process in language teaching has been reviewed and classified. It has been classified into the following three categories: 1. Literature related to the ESL/EFL assessment in general; 2. Literature related to the current trends in this respect; and 3. Literature related to the portfolio assessment approach that is claimed to be the right alternative.
In chapter 3 the methodology of the study has been presented and the development of the present study has been stated. The current study has developed according to the following stages: a. setting the criteria that can be used for the evaluation purposes of the present study; b. The criteria found effective for the purpose of the present study were subcategorized into: a. Criteria for language assessment in general; and b. Criteria for language test in particular. It is important to refer to the point that the criteria set have been based on the framework presented by L.J. Harp (1991) and others in language assessment. For more effective criteria, two questionnaires based on these two categories of criteria, were subjected to some ESL/EFL and evaluation professors in the States.
In chapter 4, the current assessment process has been analyzed and evaluated according to the criteria set in chapter 3. The current assessment process and the G.S.E.C.E.E. have proved ineffective since they do not meet the criteria of effective assessment process or language tests.
In chapter 5, the conclusions have been made along with the findings of the study. The portfolio, the alternative assessment approach has been presented in this chapter. The guidelines for planning a portfolio, its requirements have been shown in chapter 5. Also, recommendations, along with the suggsted proposals are included in chapter 5. The study appendices and bibliography have been included at the end of the present study.
The findings of the current study can be stated in brief as follows: a. The present assessment process has not been effective enough to do its functions in the EFL teaching programs and it has harmful effects on the EFL teaching process. b. The G.S.E.C.E. Exams lack the criteria of the effective language exams and tests. They may be reliable but their validity and efficiency are inadequate.
The assessment process needs a reform that can be the key to the educational reform we are looking forward to.
Pages
263