View Content #23293

By Julie Sykes, CASLS Director

In a context of high-stakes testing, teacher merit based on student scores, and an increasing number of assessment requirements, returning to the role of assessment in the learning process is fundamental to transforming the learning experience.  High stakes language tests are prevalent throughout the education system, where they provide, or prevent, access to learners in a variety of domains. Incorporating scores from these assessments in classroom reflection can add value to the experience for students beyond the score they receive.

Fundamental to incorporation of scores throughout the learning process is guided reflection about the value of the scores and what learners will do with them (see the Activity of the Week as an example).  Benefits of guided reflection include:

• An opportunity to focus on learners’ overall strengths and weakness as measured in a validated testing environment. This allows them to see learning from a comprehensive perspective that goes beyond a quiz or chapter test.
• An increased value of the results for leaners who received a low score by allowing for reflection and focus on where they would like to go.
• A shift from product to process, in which learning become the focus and not just the score.
• Added validity for students who typically don’t place value on high stakes assessment scores.

Key to making guided reflection useful is reflection both before and after the test itself. 

Stage 1: Before the Test

Ask students to answer the following questions:

1. Which areas to you think you will do well on during the [name of test]?
2. Which areas do you think you will struggle with on the [name of test]?
3. What are three things you could do to help improve the areas you are concerned with?

Stage 2: After the Test

1. List three things the test report tells you about your language ability beyond the score.
2. How do those things compare to what you predicted before taking the test?
3. Do you think the test was reflective of your abilities in each of the three areas? Why or why not?
4. Based on the results, what are three things you will do to improve your language abilities moving forward?

As learners engage in the process, the score is still important, but simultaneously tied to learning, abilities and future goals.