Buxoro davlat universiteti xorijiy tillar fakulteti "tasdiqlayman"

Task 4. Independent study. Read the following article and discuss it with your 
group members. 
Ongoing assessment – fun not fear! 
Author: 
Jenny Bedwell, British Council, Spain 
In my experience of teaching juniors (6-11) and seniors (11-16) I have found 
that there is a notable difference in their attitudes to assessment. For example, the 
older age group are much more likely to anticipate a forthcoming test with 
nervousness and dread, whereas the younger learners display a certain amount of 
excitement and even pleasure at the prospect of being able to show off what they 
have learnt. I suppose this is not so surprising when we consider the fact that the 
outcome of senior tests are likely to have more serious consequences with the 
added pressure of parent and teacher expectations. 

Overall assessment 

Formative assessment 

Examples 

Results 

Summary 
Overall assessment. 
Another reason for the difference is perhaps the type of 
assessment that we, as teachers, often administer to juniors and seniors. Whereas 
the younger learners are usually assessed in a non-threatening, enjoyable 
environment; working in groups to demonstrate their collective ability, seniors are 
more likely to experience assessment carried out individually where they are 
expected to reproduce discrete language items from memory. This more formal 
type of testing would probably occur at the end of a semester or academic year and 

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the results then used to write a school report and to determine where the student is 
placed the following year. This is known as overall assessment or summative 
assessment, which may provide straightforward results for teachers to analyse, but 
does not necessarily provide a clear picture of an individual’s overall progress or 
even their full potential, especially if they are hindered by the fear factor of 
physically sitting a test.