Teorías De Enseñanza De Idiomas

Classroom Assessment is an approach designed to help teachers find out what students are learning in the classroom and how well they are learning it. This approach has the following characteristics:
• Learner-Centered
Classroom Assessment focuses the primary attention of teachers and students on observing and improving learning, rather than on observing and improving teaching.Classroom Assessment can provide information to guide teachers and students in making adjustments to improve learning.
• Teacher-Directed
Classroom Assessment respects the autonomy, academic freedom, and professional judgement of college faculty. The individual teacher decides what to assess, how to assess, and how to respond to the information gained through the assessment. Also, the teacheris not obliged to share the result of Classroom Assessment with anyone outside the classroom.
• Mutually Beneficial
Because it is focused on learning, Classroom Assessment requires the active participation of students. By cooperating in assessment, students reinforce their grasp of the course content and strengthen their own skills at self-assessment. Their motivation is increasedwhen they realize that faculty are interested and invested in their success as learners. Faculty also sharpen their teaching focus by continually asking themselves three questions: "What are the essential skills and knowledge I am trying to Teach?" "How can I find out whether students are learning them?" "How can I help students learn better?" As teachers work closely with students to answer thesequestions, they improve their teaching skills and gain new insights.
• Formative
Classroom Assessment's purpose is to improve the quality of student learning, not to provide evidence for evaluating or grading students. The assessment is almost never graded and are almost always anonymous.
• Context-Specific
Classroom Assessments have to respond to the particular needs andcharacteristics of the teachers, students, and disciplines to which they are applied. What works well in one class will not necessary work in another.
• Ongoing
Classroom Assessment is an ongoing process, best thought of as the creating and maintenance of a classroom "feedback loop." By using a number of simple Classroom Assessment Techniques that are quick and easy to use, teachers getfeedback from students on their learning. Faculty then complete the loop by providing students with feedback on the results of the assessment and suggestions for improving learning. To check on the usefulness of their suggestions, faculty use Classroom Assessment again, continuing the "feedback loop." As the approach becomes integrated into everyday classroom activities, the communications loopconnecting faculty and students -- and teaching and learning -- becomes more efficient and more effective.


• Rooted in Good Teaching Practice
Classroom Assessment is an attempt to build on existing good practice by making feedback on students' learning more systematic, more flexible, and more effective. Teachers already ask questions, react to students' questions, monitor bodylanguage and facial expressions, read homework and tests, and so on. Classroom Assessment provides a way to integrate assessment systematically and seamlessly into the traditional classroom teaching and learning process
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