Effective Assessment Strategy Dissertation Example | Topics and Well Written Essays - 9750 words

Effective Assessment schema - Dissertation Examplent of the new learners linguistic proficiency level and in the subsequent placing of these learners in a class which corresponds to their level (Gottlieb, 2006). As a pre-entry level to base ESOL tutor, I can confirm the imperatives of straight assessment of individual learner levels. While conceding to the fact that differentiations in linguistic proficiency, areas of weakness, strengths and capacity to gull exist between any two learners, the tutors capacity to design an effective Group Learning excogitate (GLP), is largely dependant on the accuracy of the assessment tests. Quite only if stated, should assessment be inaccurate, resulting in some learners being placed in a higher level, they will non be fitted to follow the GLP and may not comprehend the tutors in-class explanations and instructions. Samway (2006) confirms this last point and provides confirmatory empirical evidence which efficaciously illustrates that shoul d initial assessment tests erroneously place ESOL students in a higher level, the student in question, not having the requisite linguistic proficiency skills to assimilate lectures and discussions or to comprehend the assigned reading material, will simply not benefit. Consequently, it is absolutely imperative that initial assessment tests accurately reflect the new students linguistic and numeracy skill level. Bearing the import of initial assessment in mind, this research aims to determine whether or not Carshalton College, where I work, has an effective assessment strategy and constructively exploits assessment to promote the governments widening participation objective.In recount to fulfil the above articulated objective, the research shall undertake the critical analysis and examination of a fare of pertinent and interrelated issues.... In 1999, a committee chaired by Sir Claus Moser, investigated the linguistic, reading, writing, and maths skills deficiencies which confront numerous adults in England. The committee, publishing its findings in a report entitled sweet-flavored Start, clarified all of the scope, extent and start out of the problem and, more importantly, sought the identification of the means and ways by which this problem may be confronted. Among the reports key findings were Approximately 7 million adults across England do not direct the reading, writing and English language skills of an 11 year old and an even greater number lacked basic maths skills (A Fresh Start, 1999). Approximately half a million adults across England, referred to as ESOL learners, have difficulties comprehending and oration English because it is not their first language (A Fresh Start, 1999). People with lower levels of linguistic, numeracy and literacy skills tend to be lazy or, if employed, earn very low incomes. More importantly, their opportunities for improving their livelihood are severely limited by their linguistic, numeracy and literacy skills (A Fr esh Start, 1999). People with lower levels of linguistic, numeracy and literacy skills are vulnerable to ill-health and mental problems. In addition, they are socially marginalised (A Fresh Start, 1999).The government responded to the Moser report through the articulation of a national strategy whose key goal was the character reference of the requisite help for adults who needed to improve their English language, reading, writing and maths skills was launched.