Assessment Based Learning Goals - Essay Example

Importance of designing room based assessment affiliation 04 December room based assessment is very effective in as far as teaching and learning for English Language Learners among students are concerned. Brantley (2007) posits to the effect that teachers are able to gather enormous information about each student in the classroom through verbal interactions, checklists, observations, work samples, formal assessments as well as interaction. This process helps the teachers to gain knowledge about what the students want not what they want to teach their students.

This also helps to create mutual understanding between the teacher and the student and the teacher is in a better position to design the lesson in such a way that it is easily understood by the targeted audiences. The main advantage of conducting classroom based assessment is that it helps the teacher to gain first hand information about the measures that can be taken to improve the teaching and learning English Language Learners. Three goals for student learning based on classroom assessment are discussed below.

The first goal is to check for language proficiency in terms of reading and pronouncing different words. The students are asked to read different words and they are also asked if they can remember the concepts discussed during the lesson in class. As a recap, the teacher will ask the student to mention the things he or she still remembers from the lesson that has been conducted on that particular day. Language proficiency is developed through constant practice and this helps the English Learners to grasp basic concepts and words as well as to develop their speech.

The other goal is to ensure that student teacher interaction is conducted in English no matter how bad it may be. This helps the students especially from lower backgrounds to master some English terms as well as to create confidence among them so that they can quickly learn this language. However, the teacher needs to permit the use of the student’s first language in a situation where they would be explaining certain concepts that appear to be difficult. The last goal is to check if the student is capable of trying to work out the meaning of certain terms and statements on his or her own without consulting the teacher or other students.

Working on the meaning of certain terms on their own is a very effective strategy that can help the students to quickly understand English as a second language. The teacher should try to break certain words and explain the meanings of different components such as their roots, prefixes or suffixes. This helps the students to attempt to work on the meaning of the word on their own without consulting the teacher or the dictionary. This strategy is effective in the teaching and learning of English.

It is imperative for other educational professionals to use multiple data sources to inform instruction with regards to teaching and learning for English Language Learners. According to Alexandria (2010), the educators need to take cognizant of the fact that students come from different backgrounds and their level of learning differs significantly. For instance, multiple sources such as visual aids, audio and video presentations as well as teacher student interaction can help the student to quickly grasp some basic concepts of the English language.

For instance, the use of images and other pictures is effective since it appeals to the sense of sight. The student vividly remembers the name of the item depicted in the picture and this helps to develop his or her vocabulary. In some cases, a combination of multiple sources in teaching and learning for English Language Learners can produce desirable results since the student is presented with the opportunity to adopt the best strategy that makes the process of learning English easy. Educators can be persuaded to adopt the use of multiple sources since there are many benefits likely to be obtained from utilising the strategy such as improving literacy rates among the targeted students.

References Alexandria, V.A. (2010). “Teachers of English to Speakers of Other Languages” TESOL/NCATE standards for the recognition of initial TESOL programs in P12 ESL teacher education. Viewed from: http://www.tesol.org/docs/books/the-revised-tesol-ncate-standards-for-the-recognition-of-initial-tesol-programs-in-p-12-esl-teacher-education-%282010-pdf%29.pdf Brantley, D. K. (2007). Instructional assessment of English Language Learners in the K-8 classroom. Boston, MA: Pearson.