The relation between assessment practices and outcomes of students in foreign language learning - Essay Example

Research Proposal The relation between assessment practices and outcomes in foreign language learning The purpose of this research is to study students’ perceptions about the effects of different kinds of assessment methods employed by the teachers on their outcomes. While a lot of attention has been paid on the improvement of scores in math and science for the American children, very little attention has been paid toward improving their scores in foreign language learning (Bernard, 2010, p. 2). This is in conflict with the current trend of increasing multiculturalism that imparts the need of good schooling in foreign language that cannot happen without good assessment (csus.edu, 2002).

The importance of assessment in the process of education cannot be overemphasized (CERI, 2008). Although prior knowledge affects students’ performance positively, yet the effects primarily depend upon the way they have been assessed (Dochy, Segers, and Buehl, 2010). Ensuring equity in the assessment of students’ performance and its interpretation is fundamental to getting the students motivated to achieve high standards in education (ncrel.org, 1997).To identify the performance assessment methods commonly used by teachers for foreign language learning, first a thorough review of literature would be done.

Students would be required to mark the importance of the identified performance assessment methods in determining best learning outcome on a scale of 1 to 5 where the values represent “not important”, “less important”, “important”, “very important” and “most important” respectively. The performance assessment methods would be classified using the relative importance index. This research would produce useful results both for the teachers and the students. The teachers would be able to identify and implement the best performance assessment method according to the students’ perception whereas the students would be able to optimize on their academic performance.

References:csus.edu. (2002). Introduction to foreign languages departments assessment of student outcomes. Retrieved from http://www.csus.edu/programassessment/Assessment%20Dept.%20Plans/Foreign%20Language.pdf. Bernard, J. (2010, April 14). Motivation in Foreign Language Learning: The Relationship between Classroom Activities, Motivation, and Outcomes in a University Language-Learning Environment. Carnegie Mellon University. Dietrich College Honors Theses. Paper 74. Retrieved from http://repository.cmu.edu/hsshonors/74CERI. (2008). Assessment for Learning Formative Assessment.

Centre for Educational Research and Innovation. pp. 1-24. Retrieved from http://www.oecd.org/site/educeri21st/40600533.pdf. Dochy, F., Segers, M., and Buehl, M. M. (2010). The Relation Between Assessment Practices and Outcomes of Studies: The Case of Research on Prior Knowledge. Review of Educational Research. 69(2): 145-186. ncrel.org. (1997). Critical Issue: Ensuring Equity with Alternative Assessments. North Central Regional Educational Laboratory. Retrieved from http://www.ncrel.org/sdrs/areas/issues/methods/assment/as800.htm.