An analysis of ESL teacher educators' current assessment practices

Abstract

Assessment should provide a catalyst for student learning and for reflective teaching practices. Fundamental to the development of appropriate assessment must be a direct link between what is being "taught" and what is being "learned". Assessment is not an end in itself but a vehicle for educational improvement, and should be a fundamental and integral part of any curriculum based on student learning outcomes. The purpose of this paper is to analyse and identify any shortcomings in the current assessment practices of English Second Language teacher educators at a tertiary institution, and to provide recommendations for improving teacher educators', at tertiary institutions, assessment practices. The results indicated a mechanistic additive assessment approach, and a misalignment between teaching, learning and assessment.


Key Words: ESL; assessment; learning outcomes


Journal for Language Teaching Vol.38(1) 2004: 26-43