Evelina Galaczi of Cambridge English Language Assessment’s Research and Thought Leadership Group hosted this webinar recording on Learning Oriented Assessment.
An experienced teacher, teacher-trainer, and program administrator, Evelina was keen to share examples of how technology can expand learning and assessment beyond the traditional classroom and examination room, to provide illustrations of how learning and assessment can be integrated through technology, and to show technology can be used in providing individualised feedback to support effective teaching and learning.Evelina began by exploring the differences between formative assessment and summative assessment. Formative assessment is traditionally on-going, responds to learners’ evolving needs, emphasises interaction, support, and development, and is often seen as lacking reliability and validity. Summative assessment tends to take place at the end of a period of study, is linked to a syllabus or theoretical model, is designed with validity and reliability in mind, and is often dismissed as just ‘grading’. Whereas formative assessment is assessment for learning, summative assessment is assessment of learning.
Evelina suggested six key components for successful learning oriented assessment should work: setting clear learner objectives, tracking progress regularly, using a frame of reference (such as the Common European Framework of Reference for Languages), assessing inside and outside the classroom, adjusting the teaching cycle, and supporting autonomous learners. Though these components are not new, implementing them may still be problematic, due particularly to time restrictions and variations in students’ levels.
To watch Evelina’s webinar in full, press play on the video below.