Wednesday, January 16, 2013
Internal Examinations
In addition the continuous assessment, internal college examinations
will be held every year. In order to ensure that the maximum amount of time is
made available for teaching and learning, it is recommended that these are
reduced from three to two. The first one should serve the purpose of a Progress
Test, enabling teachers and students to assess how they are doing. The final
annual examination, however, should serve the purpose of an Achievement Test,
enabling teachers to sort students out in relation to the prescribed standard.
Examples of communicative
language testing should be made available in the form of sample examination
papers containing a variety of valid and reliable questions types. It is
important that teachers understand what is being tested in any particular
question so that they can set/ mark their own questions accordingly. In
general, examinations should be based on (i) reading skills, (ii) writing
skills, (iii) vocabulary, and (iv) grammar, (v) Listening and (vi) speaking
skills could also be included where this is practical, but should always be
represented in the monthly assessment. It is recommended that students' final
evaluation be based on a combination of monthly assessment and examination
scores.
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Author:Jowel
Continuous Assessment
Continuous assessment throughout the academic year is central to any
proper evaluation system. Essentially, this means that students should only
move on to a new item, when the previous one has been sufficient^ understood,
bearing in mind that every new item Will be subsequenriy recycled. In order to affect this properly, it is vital that teachers
know all their students and their capabilities well. Continuous assessment
should replace the present monthly tests by providing necessary marks from
.regular class and homework set throughout the month. Teachers should ensure
that a representative cross-section and variety of skill and subs kills
regularly contribute to this informal monthly assessment. In order to help
teachers and students organize homework properly, it is recommended that
schools produce a homework timetable for all subjects.
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Teaching Methodology
Successful leaching and
learning of English ultimately depends on an effective leaching methodology.
Consequently, it is vital that lecturers receive appropriate and sufficient
trailing and are then allowed to make the most of it by being allowed to specialize
in English. The chief aim of an effective methodology must be to give learners as
much practice as possible in the use of English. Since language is a
participatory activity, a successful language teacher will have a close
personal rapport with her /his students, both as a group and as individuals. In
language learning based on communication, therefore, good classroom
relationships are of particular importance. Consequently every language
teachers should know all the student's names-as soon as possible after taking a
new class. The students should know and use each other's names as well.
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Extensive Reading
Students at this level should be provided with suitable materials, such
as supplementary readers, to encourage extensive reading. With reference to the
above recommended specifications for structures and vocabulary, a distinction
should be made between the receptive skills of listening and reading, where
these do not need to be so strictly applied, and me productive .skills of speaking and writing, where control is more
necessary. In order to provide students with a choice of materials at no
additional cost, classes/sets may be divided into-groups and each group asked
to buy a different reader, etc.
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Teaching Aids & Guides
A stimulating atmosphere
for language teaching can be created by displaying posters, advertisements,
maps, charts, timetables, signs, etc. together with work produced by the
students themselves, in the classroom. It is important that teachers appreciate
the way§ in which these simple aids, can help them in their teaching. The
students and the objects in or just outside the classroom can also provide a
lot of useful material for language learning, thus enabling students to
appreciate its relevance to 'real life'. Other aids that teachers can use are
also simple and readily available; pictures in the textbook, from magazines or
drawn/copied by themselves their students, objects brought to the classroom
seen from it, etc.
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Author:Jowel
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