ASSESSMENT TOOLS FOR MEASURING ENGLISH LANGUAGE SKILLS IN SECONDARY SCHOOLS
##semicolon##
Keywords: English language assessment; secondary schools; language testing; validity and reliability; formative assessment; washback; listening assessment; reading assessment; vocabulary testing; speaking assessment; writing assessment##article.abstract##
Abstract This article explores assessment tools for measuring English language skills in secondary schools, emphasizing their purposes, theoretical foundations, and practical applications. It discusses the historical evolution of assessment from structuralist and discrete-point testing to communicative and performance-based approaches. Key considerations of validity and reliability are highlighted, with a focus on ensuring fair and accurate interpretations of test scores. The article examines assessment methods for listening, reading, vocabulary, speaking, and writing, using established research to explain appropriate task types and scoring approaches. Additionally, the integration of assessment with instruction is discussed, highlighting the benefits of formative and diagnostic approaches, positive washback, and alternative assessment methods such as portfolios. Recommendations include adopting balanced frameworks, ensuring construct validity, providing rater training, integrating assessment with instruction, and using alternative tools to support learner growth.
##submission.citations##
1. Adopt a balanced assessment framework combining summative and formative tools.
2. Ensure construct validity by designing tasks that reflect real-world language use.
3. Provide rater training and clear rubrics to improve scoring reliability, especially for speaking and writing tasks.
4. Integrate assessment with instruction to promote continuous learning and positive washback.
5. Use alternative assessment methods (e.g., portfolios, peer feedback) to capture long-term development and encourage learner autonomy.
By applying these principles, secondary schools can create assessment systems that not only measure English proficiency effectively but also support student growth, teacher development, and curriculum goals.
References
Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman.
Buck, G. (2001). Assessing listening. Cambridge University Press. https://doi.org/10.1017/CBO9780511732959
Buck, G. (2009). Challenges and constraints in language test development. In J. C. Alderson (Ed.), The politics of language education: Individuals and institutions (pp. 166–184). Multilingual Matters.
Chapelle, C. A. (2021). Validity in language assessments. In S. M. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition and language testing (pp. 11–20). Routledge.
Hamp-Lyons, L. (2016). Purposes of assessment. In D. Tsagari & J. Banerjee (Eds.), Handbook of second language assessment (pp. 13–27). De Gruyter, Inc.
Hughes, A. (2002). Testing writing. In Testing for language teachers (pp. 83–87). Cambridge University Press.
O’Sullivan, B. (2012). Assessing speaking. In C. Coombe, P. Davidson, B. O’Sullivan, & S. Stoynoff (Eds.), The Cambridge guide to second language assessment (pp. 234–246). Cambridge University Press.
Read, J. (2012). Assessing vocabulary. In C. Coombe, P. Davidson, B. O’Sullivan, & S. Stoynoff (Eds.), The Cambridge guide to second language assessment (pp. 257–263). Cambridge University Press.
Tsagari, D., & Banerjee, J. (2014). Language assessment in the educational context. In M. Bigelow & J. Ennser-Kananen (Eds.), The Routledge handbook of educational linguistics (pp. 339–352). Taylor & Francis.
Weigle, S. C. (2012). Assessing writing. In C. Coombe, P. Davidson, B. O’Sullivan, & S. Stoynoff (Eds.), The Cambridge guide to second language assessment (pp. 218–224). Cambridge University Press.
