It is essential for instructors and tutors to assess the progress of their learners to be able to track the effectiveness of their teaching strategy from an early stage to know how and where to adjust specific features, if and when the need arises. To effectively do this, they need to adopt an assessment frame that is both beneficial to the learners regarding improving their performance while at the same time giving the tutors room to expound on their strategy. They, therefore, need to adopt principles of assessments that answer to specific checklist items like feedback. The evaluation should be able to provide timely feedback for the educator about the students' take on the quality of the tutor’s work. It helps the tutor strategize their next steps in teaching accordingly. Assessment is supposed to be educative in the sense of supporting learning and improving the students' performance while at the same time supporting effective and instructional decisions on the part of the tutor.
It is important for tutors and instructors to adopt an effective channel of collecting feedback in a manner that saves both times and doesn’t disrupt normal study sessions (Brown & Bryan, 2005). But most importantly while collecting feedback on a learning strategy, it is important to give the students feedback on one's assessment of their work since it influences the rest of their lives in a significant way. It helps them strategize their study patterns to make the best of it by adopting the models that work for them or adjust the one they already use since it helps them determine what, when and how they learn. It helps encourage active learning, foster some skills like reflection, self-awareness, and critical thinking; skills that are not only needed for classroom work but also comes in handy later in life in the practical field and pretty much dictates their social interactions (Pitoniak et al ., 2009).
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Another important item on the checklist should be content. The assessment should be relevant in emphasizing the understanding of the important content of the discipline at hand by performing authentic tasks. The current working field is experience-oriented, be they practical or knowledge. Students need to be equipped with necessary and relevant skills to be able to offer solutions in the career industry. With most learning institutions looking out for their commercial gain, the knowledge passed on to learners has been rather diluted and not up to date with the advancements in the industry, especially as it relates to the technological era. It is important that tutors keep up with the latest developments in the industry and provide learners with tailored and updated skills. Hence the assessment should focus more on the content of information passed on to learners.
Since learners will be held accountable in the industry by these very skills, instructors should use methods such as class projects or exhibits to test their learner’s grasp on the content by scoring against their knowledge on key concepts, how accurate and precise their responses are, and how well they articulate the processes used to come up with the said response. However, the content assessment could be inaccurate and send a misinterpreted information should the learners be assessed in another language apart from the one that was used to instruct them on the study. It is therefore important for instructors and assessors to use the same language that was used to instruct the learners in assessing content. Content assessment is particularly important for English Language Learners (ELL) since the whole point of the lessons is to develop the learner's knowledge, coherence, and mastery of language. And all these concern their understanding of the English language content (Namnoum, 2012).
References
Brown, R., & Bryan, S. (2005). Why is assessment important? - Engage in assessment . Retrieved from https://www.reading.ac.uk/engageinassessment/why-is-assessment-important/eia-why-is-assessment-important.aspx
Namnoum, C. (2012). Using informal assessments for English language learners . Retrieved from http://www.colorincolorado.org/article/using-informal-assessments-english-language-learners
Pitoniak, M., Young, J., Martiniello, M., King, T., Buteux, A., & Ginsburgh, M. (2009). Guidelines for the Assessment of English Language Learners (1st ed., pp. 25-26). Stanford: Educational Testing Service.
