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Table 18. Types, forms, tasks, techniques of
the assessment
Types of
assessment
Forms of
assessment
Objectives of
assessment
Techniques
Preliminary
control
-oral;
- written;
- individual;
- group.
- to define
the level of
language
proficiency, the
level of cognitive
and learning
abilities, and
motivation to EL;
- to make
acquainted with new
requirements and
teaching conditions.
- interview and
tests;
- oral or written
tasks.
Current
control
-individual,
frontal, pair
- to make diagnostic
of shortcomings in
- oral and written
assignments for
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and group
work in oral
and written
forms.
- homework
tasks;
- project forms
of work;
- implicit
control using
different
questions or
plays;
- self-control;
- mutual
control.
language
performance;
- to correct errors,
mistakes;
- to assess the level
of language
performance in the
frame of the gained
material;
- to provide revising
and rotation the
acquired material as
an addition to the
new one;
- to develop
reflexive skills and
self-evaluation;
- monitoring the
process of teaching
and bringing up.
forming and
developing all
subskills and
skills in the form
of topics and
situations of
communication;
Intermediate
control
- individual,
frontal, pair,
group forms;
-self-control
and mutual
control.
- to define a
dynamic of
language
proficiency of each
student and whole
class;
- to make diagnostic
of students’ gaps
and shortcomings in
output;
- to define the level
of learning
subskills.
- tests;
- oral or written
tests and
assignments;
- creative
assignments.
Final
control
- individual
- to reveal the level
of language
proficiency in
accordance with the
syllabus
requirements.
- tests;
- oral or written
assignments.
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5.3. Assessment of language performance in English
Assessment of language subskills
Linguistic competence refers to the mastery of knowledge of the
language code itself. It involves controlling the format organization
of the language for producing or recognizing «correct» sentences
and organizing them to form texts.
Pronunciation is tested globally in different types of
conversational exchange. Interview, reading aloud, etc., that go in
the classroom. The purpose of testing pronunciation is not only to
evaluate knowledge and award grades, but also to motivate students
to be sensitive to this aspect of English. The most effective way of
testing pronunciation is to actually listen to the learner. But it is not
always possible in the teaching condition. So, the alternatives are:
testing segments and word stress with the help of dictation
exercises, listening activities designed to test the learners’ ability to
discriminate phonemes or group of phonemes.
The following exercises can be used for this purpose:
1. «Same or Different?»: The students listen to a pair of words
or pair of sentences and indicate whether they are the same or
different:
Bad – bed; suck – sock; spring – springer.
2. Fill in the Gap: the students listen to a sentence and select
from a set of words the one they hear and need for the sentence:
Where did you see the…… ? (pupil, purple)
He can … national songs? (think, sing, thin).
Vocabulary and grammar skills are the integral part of
communicative skills (reading, listening, speaking and writing).
They influence the effectiveness of speech reception and
production. Vocabulary and grammar skills are tested when
language is used.
Examples for testing vocabulary skills:
1. Choose the appropriate synonym to the given word.
Shape a) form, b) size, c) rate, d) oval
2. Complete the sentence with suitable words.
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Use this_____ to find an ________ answer to the problem.
(option/ appropriate)
Do not spend _________time _____________ piano.
(much/playing)
Examples for testing grammar skills:
1) Complete the dialogue with will or be going to.
Stan: _______ you _____ (have) lunch with me tomorrow?
Tess: Sorry, I _____ (not be) in town tomorrow.
2) Write questions to the given short answers.
- Yes, I am.
- No I can’t.
- Yes, he did.
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