Assessment of English Language

Assessment of English Language

Teaching, learning and assessment of English language in middle schools could be very challenging with significant aspects rousing confusion among the teachers. Regardless of being the native language, the difficulty emerges primarily because of the complex nature of the language and the role it plays, which is not impacted or does not change in any way with relevance to the association of the language to the student or the teacher. Whether it is practical or the written assessment, it is imperative for the teachers to understand to a substantial degree the nature of the language in addition to the role that is attributed to the language in the learning process. The area has remained neglected for a significant period of time, though it has been noticed that oral language is the most neglected in the domain. The teaching, learning and assessment system is required to be more focused upon so as to highlight appropriately the nature and role of English to the teachers and assessors, in an attempt to lessen the confusion they are presented with so as to improve the assessment of practical as well as written English.

Year Level Description

Level description is the prime element that will be used for this coursework to be carried out and the objectives of it to be met. It revolves around the redirection of Australian Curriculum: English towards choosing text type that could strengthen the practical and written English assessment, through eliciting the students in the respective year under consideration to produce summative assessment task of the text chosen. The text chosen for this assignment will be literary inclined more towards the literature and its context, as this will not only improve English of the students in grammatical sense but will also equip them with the literature reminiscing of their history and culture predominantly as could be gathered from the content description. The content description reflects on the identification of the aspects pertaining to literary texts that are reminiscent of any particular social, historical or cultural context. The code of this particular level description is ACELT1608 of Australian Curriculum. As per the School Online Thesaurus (ScOT), the cataloguing term that is used to identify this level description is Settings (Narratives) with the broader concept being Narratives and the narrower concepts being Historical settings and Social settings (narratives) and Future settings (stories). Thus, choosing this year level description which is Year 5 and the relative text would provide the students with three choices in terms of the construction or production of the summative assessment by the students in the respective classroom. Students could work on Future Settings (stories) for their assessment as it will appeal most to them however they will not restricted to go with that, rather they would be allowed to choose between narratives or stories and if narratives, they would be allowed to select between historical or social setting. The text is multimodal incorporating four semiotic modes that are required to be used for the ...