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Locally Developed Oral Skills Evaluation in ESL/EFL Classrooms: A Checklist for Developing Meaningful Assessment Procedures
Abstract
This article explores how teachers, students and other stakeholders collaboratively develop classroom-based assessment procedures for the evaluation of oral skills. By considering crucial issues in assessment such as validity, teacher-learner collaboration, and contextual factors, the authors provide a checklist that will help ESL/EFL teachers develop meaningful assessment procedures for their own classrooms. The checklist addresses 16 questions worth considering in five test-developing stages: (a) identification of course objectives; (b) identification of skills, strategies, tasks and content; (c) design of rating procedures; (d) interpretation of learner performance; and (e) reflection on the impact of the assessment procedure. In all the stages the authors emphasize the significance of involving students in the assessment process, which promotes students' responsibility for their own learning.