Keywords
Abstract
This article is aimed at exploring best practices to enhance the effectiveness of English language assessment. It analyzes language assessment methods, effective ways to measure students’ knowledge, and the challenges that arise in assessing learners. The role of formative and summative methods in the assessment process, as well as opportunities and limitations related to the application of technology, are discussed. The psychological state of students and the impact of assessments on their motivation are highlighted as significant factors. The article emphasizes the necessity of applying personalized and interactive approaches to the methodology of the assessment process in English language teaching. It also focuses on how the future development of English language assessment could be made more effective through the use of technology. Innovative methods and approaches that help students improve their knowledge are presented.
References
Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson Education.
Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Longman.
Davies, A., & Pearse, E. (2000). Success in English Teaching. Oxford University Press.
Nunan, D. (2003). Practical English Language Teaching. McGraw-Hill.
Weir, C. J. (2005). Language Testing and Validation: An Evidence-Based Approach. Palgrave Macmillan.
Shohamy, E. (2001). The Power of Tests: A Critical Perspective on the Uses of Language Tests. Longman.
Stiggins, R. (2005). Student-Involved Assessment for Learning. Pearson Education.
Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course. Cambridge University Press.
McNamara, T. (2000). Language Testing. Oxford University Press.
Kunnan, A. J. (2000). Fairness in Language Testing. Cambridge University Press.