Introduction chapter types of assessment

The aim of this Course Paper is to assess children in different ways in teaching.
The novelty of the work is that role of technology in portfolio assessment is thoroughly analyzed; In addition, the best ideas for using technology in of strategic competence are shown.For the first time, we analyzed the specific of the role of technology in of strategic competence.
The tasks of the research are the following according to the general aim:

1.to define the role of student's need and teacher's action in;

2.to describe the methods of teaching young learners;
3.to study the significiance of initial steps.
The methods of investigation used in this Course Paper are as follows: using written and flashcard assessments.
The practical value of the research is that the material and the results of the given research can be used in theoretical courses of English and American types of methods,interpretation of the text and other theoretical courses.
The material includes:
1.Different Encyclopedic books;
2.Scientific literature in the internet;
3.The practical and theoretical books of English, American, Russian authors.
The theoretical importance of the research is determination by the necessary of detailed and comprehensive analysis of peculiartities of initial steps which form a big layer of the vocabulary.
The structure of the work- the given Course work consists of introduction,main part and a conclusion which are followed by the lists of literature used on the course of the research.
CHAPTER 1. Types of assessment

1. 
   Portfolio and alternative assessment in English.
   

Portfolios are powerful assessments and are used to gather various samples of student work to track their development over a period of time. In order to maximize the potential of using a portfolio as an assessment tool, you should regularly curate student work to include in them, and have scheduled conferences with students about their work.
You should also have a checklist of qualities that are important to showcase student achievement. Not only do you critique and assess the work, but so should the students. That way, they’re responsible for their learning and take more ownership of making sure they improve.
Material you can include in a portfolio can include the following:
performance criteria or rubrics
recording of oral presentations
tests
writing samples, drafts and final copies
book reports
interview checklists
In order to best assess a student, you should include more than one kind of student work in the portfolio. The work does not have to be the best work they’ve done, rather a wide variety is best. Based on your judgment, you can even ask students for their opinion as to what types of work they should include.
In a portfolio, you are looking for any type of improvement in their work. For example, if you keep a couple of a student’s writing pieces, look to see if their sentence or paragraph structure gets better. When looking at tests, see if their spelling tests, for example, have gotten higher scores over time. If you notice that they continually lack in certain skills, this would be the time to address it. You can either give the student extra support in class or find ways for them to practice with extra work at home.
ALTERNATIVE ASSESSMENTS IN READING: This paper tries to evaluate the exisence of reading test format used in national exam which has been applied for many many years in our schools.As we know that under the reasons of practicality and and limited budget from the government, a multiple choice type is used to assess the students’ language competence. Logically, language competence is not only assessed through recognition test, but also production test.In that way then it is regarded important to provide test types other than traditional test in the hope that the test does not only function as a way to measure the product of learning, but also the proses of learning.Some alternative assessments will be discussed and offered to the language. Teaching English at schools always deals with at least three components; materials, methods, and assessments. Materials correspond with what to teach; this usually becomes the main concern of the teachers and it is very logical since the first thing the teacher has to consider in mind is what suitable materials should be prepared on the bases of standard competences stated in the curriculum.
Methods deal with how to teach. It is a matter of the techniques or approaches on how the learning outcomes are achieved by the students. The third component, assessment, deals with how the teacher monitors the learning progress and achievement of the students during the teaching leaning process or at the end of the term. Assessment or evaluation or test is basically a part of teaching. It cannot be separated from teaching in the sense that there is no teacher with speciality in teaching but not in testing or the vise verse. In his book Brown illustrates how tests and assessment are integrated in teaching see Brown 2004 p.5. Test is subset of assessessment. Brown says that assessment is ongoing process. It is done during the process of teaching and learning. It can be formal or informal. Any teacher’s remarks or instructions to check the students understanding or perception is classified into assesement. While test is said to be very technical in terms that it is an administrative procedure that must be prepared by the teacher prior to the schedule of the test.
Alternative assessment has often been cast in opposition to traditional testing. Learning About Language Assessment: Dilemmas, Decisions, and Directions. Pacific Grove have argued that it is more accurate to regard such tests and testing practices as one end of a continuum of assessment possibilities or alternatives in assessment. Although there are many alternative assessment approaches criterion-referenced observational checklists, reading response journals, learning logs, poster presentations, the literature reviewed for this chapter suggests that over the past few years, portfolio assessment has become the most pervasive and prominent alternative assessment approach. Although portfolios take different forms and serve different purposes, they share in common the ongoing selection and collection of work as evidence of learning and development over time. Portfolio assessment initiatives have become increasingly used in language teaching and learning contexts, and their potential benefits have been widely promoted particularly when they serve formative/learning purposes; they have been less successful in summative assessment contexts.
Discussions of alternative assessment which are at times viewed as more authentic, because they are closer to and have more in common with classroom practices have continued to prompt lively discussions of validity and reliability. Arguably, however, the most substantive changes in alternative assessment have occurred as a result of the widespread use of increasingly sophisticated technologies. For example, e-portfolios have emerged as an important assessment alternative, which can provide a more flexible, less cumbersome, and longer-term record of a student’s development or a program’s performance. Future alternative assessment approaches will continue to be increasingly enhanced by technological innovation, but such digital records may also generate concerns.