Brown and Abeywickrama Paper Example

One of the aspects that Brown and Abeywickrama (2010) discuss is performance-based assessments. Assessments in language take place through tests that include individuals writing down something that is then evaluated. Performance-based assessment seeks to change this paper-and-pen approach by offering an opportunity for students to partake in oral presentations. They offer their opinions through open-ended questions and perform through group assignments that provide a more holistic view of language ability. Indeed, this method has the shortcoming of being too time-consuming and costly (Brown and Abeywickrama, 2010, p. 11). Many researchers may avoid it for these reasons and opt for more straightforward and short forms of assessment. However, it is the best because it provides a direct form of evaluation in which the student is part of the whole process. The rationale for choosing this concept is its student-centered approach to testing. Language has many dimensions that involve many facets of the student. Testing it through pencil and paper limits the accuracy of the results because it alienates the students. It prevents a simulation of their experiences and interaction with language. A performance-based system, albeit being time-consuming, factors all the aspects of language and allows a student to showcase their language skills. Moreover, formality in language as facilitated by other means of assessment is limiting. A performance-based system allows students to be part of an informal system that enables different approaches to foster better outcomes in evaluations.

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Brown and Abeywickrama (2010) also discuss computer generated tests that measure language competency. They have a test that is either written or spoken. The students can write down their responses or speak them to a computer that then evaluates and provides the results. The methods seem simple and the least time-consuming. The system has been in use of a long time. It has a test for every level in which a student is and offers them questions that are within their level. The system begins with easy questions and progresses with every correct answer. It can also facilitate less difficult questions that seek to decipher different aspects of language. The concept is important because of the increase of technology use in classrooms. Technology is taking a center stage in the classrooms. Many will consider an option of using computer-based testing for desirable results. However, this situation brings about the concern of the lack of open-ended questions. The computer tests only have closed-ended questions to which a student needs to respond. It may be fast but it would limit the experiences of students with language that should be reflected in an evaluation. Even so, this form of testing can be justified based on its preparation of students for standardized testing. Standardized tests are the most used means of assessment today. Therefore, it makes sense to facilitate language testing that enhances the capability of students to deal with this form of testing.

According to Brown and Abeywickrama (2010) one of the most essential components of a test is that it should be practical. The practicality of a test depends upon how much time it takes and the expenses involved in facilitating it. For instance, it is impractical to come up with a test that would take students more than two hours of completion. The test should have a very specific way to measure outcomes in a way that is cost-efficient and time-sensitive (Brown and Abeywickrama, 2010: 19). For instance, a computer-generated system may have its weaknesses but it meets the criteria of a practical test. It is measurable, takes a short while, and is very cost-effective. The aspect of practicality makes sense in a classroom setting. For instance, students cannot spend 5 hours in an exam room for a language test. The same would be too monotonous and would limit their ability to perform well. At the same time, a test that does not reflect the performance of a student is not ideal. For instance, most tests measure marks against a grade, which enables the instructor to interpret the results of a student. The same would not be possible with a test that does not have a specific way to award marks. While many criticize this form of evaluation, the reality is that it is a practical way to interpret the ability of students.

The authors also argue that the results of a test have to be valid. They need to showcase actual meaning of the concept being measured. For instance, in a writing assessment, the test has to specifically measure the ability of students to write coherently in a particular language. A test that is valid provides more reliable results as opposed to one that is too general or lacks specific meaning. Validity is evidence that a test measures an aspect of performance in its specific nature. An instructor has to be in a position to make deductions about the performance of his or her students after a test for it to be valid. For example, in elementary school, most people receive evaluations about their knowledge of words through aspects like spelling tests. The teacher puts a timer that measures the number of words a student is able to spell correctly within the time frame set. The test is valid because it specifically measures the spelling ability of students in elementary school as opposed to being too general. The concept of validity is perhaps the most important in testing when it comes to language. The reason is that language is broad and encompasses many aspects that can be confusing for tests. Therefore, there is need to develop a test that measures every aspect of it; writing, reading, grammar, and so on for it to be deemed as measuring language as a whole.

Another issue worth noting is the aspect of authenticity. In this case, the natural aspect of a test is very important. For instance, a test needs to be attached to a context that a student can understand for it to be authentic. It cannot be isolated in the sense that it does not reflect concepts and a context with which the students are familiar. Brown $ Abeywickrama, 2010 say, "Tasks represent or closely approximate real world issues (p. 28)." The aspect of authenticity emerges as important because it enables students to recognize that to which they are being tested. A test has a sense of direction when it has several examples or contexts that the students can understand and relate to on a larger level. The same issues have been advocated in education from a general standpoint when it comes to race. Minorities feel isolated in education because the curriculums are not authentic to their situation and life experiences. They may talk about concepts with which only white students can identify, which limits the ability of minorities to perform well in these tests. Therefore, the concept reflects the importance of the context in a test in terms of how students will relate to the same.

The authors also discuss another important concept that is a teacher understanding the concepts they want to measure and avoiding any ambiguity as it relates to it. The concept reminds me of the aspect of practicality in testing as I have outlined above. The teacher has to have a purpose, which is the only way to have a test that meets something specific. The concept is important especially in light of today's testing mechanisms. Mist teachers merely test students without considering the intended purpose of these exams. The curriculums of schools have aspects like midterms, end of the year exams, and so on. All of these are simply procedures that do not serve any purpose. Teachers, therefore, provide tests to meet these specifications in the curriculums as opposed to facilitating a goal in the learning process of their students. The authors say, "Remember that every curriculum should have appropriately framed assessable objectives (p. 49)" to indicate the need for goals in tests. They are crucial as part of the learning process and eliminate ambiguity.

I also found the aspect of providing feedback after assessments to be quite intriguing. Brown and Abeywickrama (2010) assert that a test needs to have some form of feedback that showcases the students how they earned their score of failed to. The authors provide a series of aspects that one can use as a form of feedback. One of the aspects they provide is the availability of comments in every assessment that provide a student with feedback with which they can use to improve their performance (p. 64). Drawing from my own examples, I can cite that feedback through the marginal notes that my teachers would place in every test helped me gain a deeper understanding of what they needed from me. The same is the reason for my lack of support of multiple choices tests. Once a student fails, a teacher does not have room to explain why. The position is different with essays because a teacher can understand the thought process of a student and provide feedback that is more specific to their learning needs.

The authors also discuss one of the most debated issues of today's education system; standardized tests. In the disadvantage of these tests, the authors say, "Using an overall proficiency test as an achievement test simply because of the convenience of standardization (p. 68)." They go ahead to discuss an example of a teacher who uses such a test to measure the level of grammar in their class when the class discussed issues regarding listening and speaking. In this case, Brown and Abeywickrama (2010) highlight the misuse of standardized testing because of their simplicity. In many instances, it does not meet any student needs even though it is used as the most common means of testing. The concept is important because it enables one to take note of the issues in the debates surrounding this kind of testing. It is apparent that it often serves no goal and teachers merely implement it because it is convenient when compared to other means of testing students. As the authors indicate, using a standard test on grammar when the students have learned about speech in language does not help them grow or grasp these concepts. The test will not reveal how much of the concepts they understood in class, which makes it aimless and unable to serve the actual purpose of education.

It is also imperative to take note of the specifications of every test. In this case, the authors assert that every test needs careful planning. Every single detail should be aligned with what the students have learned and their needs. The specific details of the test need attention and work in order for them to meet objectives. The authors suggest that teachers have to work just as much as the students. The teachers work towards ensuring the tests are specific to what they desire from the students while the latter put in the work to perform, well. The writers say, ""the more meticulous you are in specifying details of an assessment procedure the better off you will ultimately be in providing your students with appropriate opportunities to perform well (p. 60)." The statement reflects the importance of careful preparations whenever a teacher is arranging a case. The issue with standardized tests is that a teacher may not need to consider all the specifications when they are dealing with concepts. The same affects the performance of the students in their class who remain confused about what the tests demand for them. When teachers take time and ensure the tests reflect the concepts and the needs of the students, they are likely to improve on their performances.

Conclusion

Language is a complex aspect that transcends normal testing. Therefore, there are moments when teachers will have to observe the four skills of language competency that include listening, speaking, reading and writi...