BRINGING CLASSROOM-BASED ASSESSMENT INTO THE EFL CLASSROOM

Q: How can I download an article?

To download an article from SID, first log in to the site, search for the article title, and click on the 'Download Article' option.

Q: How can I download an ISI article?

To download an ISI article on SID, enter the keyword or article title in the search bar, view the relevant results, click on the desired article, and select the 'Download Article' option.

Q: How can I access the SID database?

To access the SID database, visit SID.ir, create an account, and log in to access scientific resources.

Q: Is downloading articles from SID free?

Some articles on SID are available for free, while others require payment. Details are specified on the article's page.

FINCH ANDREW

Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Download Full-Text

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Persian Verion

View:

1,150

Download:

160

Cites:

Information Journal Paper

Title

BRINGING CLASSROOM-BASED ASSESSMENT INTO THE EFL CLASSROOM

Author(s)

FINCH ANDREW | Issue Writer Certificate

Keywords

EFLQ2

CLASSROOM-BASED ASSESSMENT (CBA)Q2

LONG-TERM LEARNINGQ2

EMPOWERMENTQ1

HOLISTIC LANGUAGE LEARNINGQ2

Abstract

This paper describes how English as a Foreign Language (EFL) teachers can bring reliable, valid, user-friendly assessment into their classrooms, and thus improve the quality of learning that occurs there. Based on the experience of the author as a an EFL teacher and teacher-trainer, it is suggested that the promotion and development of autonomy, intrinsic motivation, and self-esteem that takes place in a Classroom-Based Assessment (CBA) environment facilitates an holistic approach to language learning and prepares the students for the high-stakes tests that often determine their motivation for learning English. Rather than relying on the memorization of language code, form, lexis, and prepared answers, students who have learned in a CBA environment are able to self-assess, peer-assess, build portfolios, and edit their own work. Not only does this reduce the assessment burden on the teacher, but it also develops the skills of problem-solving, critical thinking, and summarization in the students, in addition to a heightened awareness of the language-learning process. By learning how to set goals, assess their achievements, and rEFLect on their future learning needs, students become more efficient language learners. While acknowledging the place of standardized, summative tests in contemporary society, it is suggested that CBA in the EFL classroom can enhance LONG-TERM LEARNING and consequently enable and empower students to prepare for their future learning needs.

Cites

No record.

References

No record.

Cite

APA: Copy

FINCH, ANDREW. (2012). BRINGING CLASSROOM-BASED ASSESSMENT INTO THE EFL CLASSROOM. APPLIED RESEARCH ON ENGLISH LANGUAGE, 1(1), 73-86. SID. https://sid.ir/paper/236780/en

Vancouver: Copy

FINCH ANDREW. BRINGING CLASSROOM-BASED ASSESSMENT INTO THE EFL CLASSROOM. APPLIED RESEARCH ON ENGLISH LANGUAGE[Internet]. 2012;1(1):73-86. Available from: https://sid.ir/paper/236780/en

IEEE: Copy

ANDREW FINCH, “BRINGING CLASSROOM-BASED ASSESSMENT INTO THE EFL CLASSROOM,” APPLIED RESEARCH ON ENGLISH LANGUAGE, vol. 1, no. 1, pp. 73–86, 2012, [Online]. Available: https://sid.ir/paper/236780/en

Related Journal Papers