Introduction pages


This course is for EFL teachers (and trainee-teachers) who are looking for a sound, meaningful method of evaluating and improving the learning that occurs in their classrooms. Its purpose is practical: to show how teachers can investigate and enhance the learning environment in their classrooms by carrying out classroom-based, ongoing, student-centered, non-threatening, formative assessment, thus keeping track of what has been learned, while identifying areas which need further attention.

The course addresses questions of immediate importance to present and future teachers:

  • What is Classroom-Based Assessment (CBA)?
  • How can it help EFL teachers and students?
  • How can it help teachers meet their grading requirements?
  • How can it be integrated into normal teaching practices?

The integration of student-centered, non-threatening teaching, with continuous, formative CBA can be a gradual process, beginning with simple review activities, checking on student comprehension of textbook content. These can then develop over time into a number of collaborative, informative assessment procedures:

  • planning assessment
  • classroom needs analyses
  • reflection on classroom dynamics and teaching methods
  • test-item making
  • task-based testing
  • performance assessment
  • portfolio assessment
  • learner journals and diaries
  • project-based assessment
  • web-based assessment
  • full test-design
  • naturalistic data analysis and negotiation
  • self-assessment and peer-assessment

In line with contemporary theories, a student-centered approach is taken in this course. According to this perspective, the purpose of evaluation is to provide students and teachers with valuable information, which can be applied to the cycle of needs analysis, goal-setting, interaction, assessment of achievement, and reflection.