Reflective Journal Sample
Minh Nguyen
Journal 4
ELC 689
February, 8th 2010
What I have learned for the first four weeks of the course has prompted me to initiate new policies in testing administration together with training workshops for teachers in my division. The aims are to work toward better quality test practice: using tests for reflection on students’ progress rather than failing or passing students and improving the present test giving practice in weak areas such as validity, reliability, wash back.
My reflection on the three testing models is that we should move from the model with mid-term plus final assessment to the model where the assessment process is parallel to the teaching/learning process through the course. To achieve this aim new policies should emphasize the assessment component in the professional activity package for novice teachers to qualify test developers. The assessment plan is expected to empower the teaching staff with relevant knowledge and skills so that they can integrate assessment into learning process and improve the quality of all assessment. Once sufficient training has been provided more diagnostic and formative assessment will be introduced to the instructional program. More alternative forms e.g. portfolio, surveys will be employed as these assessments ask students to perform, create, produce or do something; thus tap more sophisticated thinking and problem solving skills (Herman, Aschbacher and Winters, 1992). Instructors also need to train students to enable them to initiate self-assessment when required. It must be pointed out that making assessment one integral part of learning will be a long-term aim as alternative assessment requires new instructional and assessment roles for teachers (Herman, Aschbacher and Winters, 1992), which suggests a high level of training.
To improve test quality workshops given by experts from other schools as well as experienced teaching staff should be organized. They should be practical in nature with
Journal 4
ELC 689
February, 8th 2010
What I have learned for the first four weeks of the course has prompted me to initiate new policies in testing administration together with training workshops for teachers in my division. The aims are to work toward better quality test practice: using tests for reflection on students’ progress rather than failing or passing students and improving the present test giving practice in weak areas such as validity, reliability, wash back.
My reflection on the three testing models is that we should move from the model with mid-term plus final assessment to the model where the assessment process is parallel to the teaching/learning process through the course. To achieve this aim new policies should emphasize the assessment component in the professional activity package for novice teachers to qualify test developers. The assessment plan is expected to empower the teaching staff with relevant knowledge and skills so that they can integrate assessment into learning process and improve the quality of all assessment. Once sufficient training has been provided more diagnostic and formative assessment will be introduced to the instructional program. More alternative forms e.g. portfolio, surveys will be employed as these assessments ask students to perform, create, produce or do something; thus tap more sophisticated thinking and problem solving skills (Herman, Aschbacher and Winters, 1992). Instructors also need to train students to enable them to initiate self-assessment when required. It must be pointed out that making assessment one integral part of learning will be a long-term aim as alternative assessment requires new instructional and assessment roles for teachers (Herman, Aschbacher and Winters, 1992), which suggests a high level of training.
To improve test quality workshops given by experts from other schools as well as experienced teaching staff should be organized. They should be practical in nature with
References: Angelo, T. & Cross, P. (1993). Classroom assessment techniques. San Francisco: Jossey Bass Publishers Bailey, K Cohen, A. (1994). Assessing language ability in the classroom (2nd ed.). Boston, MA: Heinle & Heinle. Coombe, C., Folse, K. & Hubley, N. (2007). A Practical guide to assessing English language learners. Ann Arbor, MI: University of Michigan Press Herman, J Paulson, L. F., Paulson P. R., & Meyer C. (1991). What makes a portfolio a portfolio? Educational Leadership. 48(5), 60-63 98 out of 100.0