Crucial issues in the assessment of speaking and writing (Part 1)

The Language Gym


In the last few weeks I have been thinking long and hard about the assessment of the productive skills (speaking and writing), dissatisfied as I am with the proficiency measurement schemes currently in use in many UK school which are either stuck in the former system (National Curriculum Levels) or strongly influenced by it (i.e. mainly tense driven)

However, the challenge of finding a more effective, valid and cost-effective alternative for use in secondary British schools like is no easy task. The biggest obstacles I have found in the process refer to the following questions that have been buzzing in my head for the last few weeks, the answers to which are crucial to the development of any effective approach to the assessment of proficiency in the productive skills

  1. What is meant by ‘fluency’ and how do we measure it?
  2. How do we measure accuracy?
  3. What do we mean by…

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