Pedagogical assessment in second language classroom

Abstract EN

It is knowledgeable that the accumulated language skills and knowledge of learners or test-takers require a scientific analysis in the educational domains.

This mode of pedagogical analysis is employed for evaluation and effectiveness of assessment tools for instance , The classroom assessment and testing concerns should be planned according to the high educational systematic stakes.

This qualitative study will shed lights on two important poles in language learning and teaching: the core of assessment and scholastic testing domains.

The assessment and testing fields can provide accordingly both assessors and test-takers with myriad information about the learning and teaching process.

The term assessment increasingly includes a wide range of predetermined tasks and activities that the assessors use to diagnose or scaffold students’ ongoing progress and knowledge growth with a range regarding to create options for documenting test-takers’ learning actions progressively.

Scientifically, the modern philosophy of teaching foreign languages is based majorly on integrating assessment into the instructional scholastic tasks on a regular basis.

Therefore, the pedagogical assessments can enhance and support students in terms of learning process.

Both of language assessors and test-takers through formative assessment for example are considered as active participants in terms of achieving the learning procedural process.

As a result the researchers in the field of education have modified the old fashioned or classical assessment to the most technical systematic effective ones.

In accordance with this pedagogical scope, factors and principles are built to steer the components of a good test in classroom language tests.

Consequently, foreign language teachers need a comprehensible systematic knowledge and enough understanding about the pedagogical practices of assessment in order to meet the curriculum goals.