“Monitoring & Assessment” Chapter 7

INTRODUCTION Assessing students might not be a very easy job, but it would be undeniably a great tool for teachers, so that the monitoring of tasks assigned during a scholar period would be appropriately applied. “The aim of this part of the curriculum design process is to decide what to test and how to test it...” Language curriculum design / I.S.P. Nation and John Macalister. The most relevant aspect in this chapter is, the decision teachers must consider, whether it would be apt or not to evaluate a student, and also how it should be done. By following some ideas the author mentions on the book, my personal opinion would be developed in the next chapter by way of a reaction essay. THEORETICAL FRAMEWORK Significant aspects to consider in this chapter and re-taking them are: environment, needs and principles. The format of a curriculum must include a way of evaluation, even though there are some countries that might not have evaluation method, but Costa Rica, so the person in charge of creating the curriculum must consider not only one method, but also as many as possible. For example: placement, observation, short-term, diagnostic, achievement and proficiency assessment. I agree with the author in one thing, there is no best assessment, they are actually independent one from another and each of them are for different situations. Finally, it does not really matter which evaluation or assessment teachers use, the most important is the reliability, validity and practicality present in those tests. CONCLUSION As a conclusion, monitoring the students by assessing them is one of the oldest methods to evaluate students and it is very useful if we know how and when it should be applicable. There is a necessity in our society for being evaluated. We spend indeed, most of our life being evaluated and evaluating the students. Therefore, we must find the right way to do it by following and monitoring carefully the curriculum in order to provide good results when evaluating.