Ecem Aktop

200907077

Observation Paper 4: Assessment of Language Skills

Assessing language skills in young learners is a crucial aspect of effective language instruction.
In this paper, I will share my observations on how my mentor teacher approached the
assessment of language skills, both formative and summative, during my practicum.
In the initial weeks of my observation, I noticed that the mentor teacher integrated formative
assessment into the daily routine. Checking the previous day's homework not only served as a
review but also provided valuable insights into students' understanding. The connection
between homework topics and upcoming lessons had a positive impact, making the
assessment more purposeful.
However, I observed a reliance on translation, using the students' native language (L1) to
clarify instructions or explain grammar concepts. While this may help students’
comprehension, it may raise concerns about assessing the students' actual English language
proficiency. My opinion is that formative assessment should ideally focus on the gradual
development of language skills with less reliance on L1.
In terms of summative assessment, the teacher's approach varied based on grade levels. The
adaptability to adjust the pace and homework load demonstrated a consideration of students'
needs. Summative assessments, such as quizzes or tests, were administered to gauge overall
understanding, but I noticed a tendency to conduct explanations and discussions in Turkish
during these assessments as well.
Adding to my observations, I haven't had the opportunity to participate in mid-term and final
exams. The school implements a system where every class in the building has exams
simultaneously, making it impractical for practicum students to observe. This raises questions
about the feasibility and effectiveness of such a system in assessing individual student
performance and providing targeted feedback. Despite this limitation, I experienced the first
oral exam of the semester for sixth graders. Although the teacher provided clear topics and
example questions beforehand, many students struggled. The questions were not overly
difficult, covering topics discussed almost daily in class. Surprisingly, in both 6a and 6b, not
more than 5 students achieved successful results.
Drawing from my observations and personal experiences, I believe that formative assessment
should be an ongoing process, focusing on gradual improvement and feedback. Teachers
should aim to minimize the use of L1 during formative assessments to ensure a more accurate
evaluation of students' English language skills.
For summative assessment, it is essential to provide clear instructions and ample examples to
facilitate understanding. While adapting the pace and load is commendable, conducting
assessments predominantly in English would enhance their effectiveness in measuring
language proficiency.
In conclusion, the assessment of language skills in young learners requires a thoughtful balance
between formative and summative approaches. My observations of my mentor teacher's
practices have provided valuable insights, and I plan to incorporate these lessons into my future
teaching, emphasizing a more immersive and language-focused assessment approach.