The objective of education is
learning. The domain of higher education
is anchored by two theoretically opposed
approaches; namely, the teacher-centred
and the learner-centred approaches to
teaching. In many discussions about
teaching and learning in EFL contexts,
mention is always directed towards these
two teaching paradigms. Debate always
rises about one main point that is usually
given little importance on the part of
language teachers, if not partially overlooked.
This crucial point concerns the
assessment of students’ learning in the
four language skills and in the writing
skill in particular. Given the great
importance it has in the learning process,
assessment is claimed to be a central part
of language teaching. Therefore, it is an
obligation on the part of teachers and
stakeholders to give it due attention and
to consider its key role in boosting EFL
students’ learning in order to get better
academic results. As a component of
teaching, assessment is considered in
different ways in each teaching
paradigm, reflecting thus the principles
and assumptions each paradigm is based
on. In the present paper, we argue that
teachers should move forward and use
more learner-centred teaching and
assessment since, in higher education, the
main purposes of assessment are to
determine what students have learned to
reveal their strengths and weaknesses
(students’ achievement) and to get valuable information about instructional
programs’ quality. The shift towards
learner-centred teaching will change the
core of teaching to the student and the
learning process. All the activities and
tasks to be assessed in the courses emerge
from the course objectives. Besides this,
student-centred approach to learning
necessitates the use of authentic
assessment. Teachers’ involvement in the
assessment process is more likely to
ensure that the evaluation process reflects
course goals and objectives.
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Posté Le : 27/12/2021
Posté par : einstein
Ecrit par : - Boudersa Nassira
Source : FORUM DE L' ENSEIGNANT منتدى الأستاذ Volume 12, Numéro 1, Pages 41-58