By Mark Pike
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Assessing speaking and listening, reading and writing As an English teacher when it comes to assessment you need to ask yourself if you are using the right tools (or combination of tools) for the job. You do not 33 8901 Chapter 3 p26-37 29/9/03 2:10 pm Page 34 Part I ■ Principles and practice use a screwdriver if you need a hammer but it is easy to set an inappropriate task to assess a particular skill. You need to consider what the best way is of getting access to the knowledge or skills you are assessing.
Practical strategies are needed in such investigations for if ‘one is not forced into working out the practical implications of one’s aims . . then there is every chance that the feel-good satisfaction of boasting about the humanising effect of one’s work are not likely to lead to much actual good in the classroom’ (Davies, 1996: 29). One benefit of action research is that it provides English teachers with ‘the methodological tools needed to transform practice and to set their own agenda for change’ (Pike, 2002b: 34) because a cycle of planning, acting, observing, reflecting, planning is followed.
This is generally a helpful definition although not everything in English can be measured and it is notoriously difficult to measure significance or aesthetic response in relation to a ‘specific learning outcome’. Measuring how a child’s store of experience has been augmented or the extent to which empathy has developed as a result of an English lesson is hard to quantify. Monitoring can certainly take the form of informal assessment and should be part of a teacher’s normal daily activity. What is important to recognize, especially as a new teacher, is that you cannot wait for aspects of the performance of those you teach to be unavoidably obvious; you have to go looking.