‘Assessment’ is one of those terms in ELT that can mean many things. We talk about formative and summative assessment, peer and self-assessment, portfolios, setting learning targets, and methods of ‘alternative’ assessment.

And yet, in many countries around the world, pen and paper exams still carry the most weight. In reality, the portfolios, ‘on the spot’ checks, and discussions with learners form only a small fraction of the final mark (if they are done at all). All too often, an entire course of learning, communicating, and exploring language all boils down to a set time limit and an ability to recall information under exam conditions.

Does it have to be this way? This webinar comes in two parts. First, we look at the speaker’s own experiences of assessing young learners and also of setting up a new language school with a new assessment programme. In the second part, we explore other ways in which assessment can be designed to reflect learning more closely.

Watch a recording of the webinar: http://britishcouncil.adobeconnect.com/p8x7oyqxfsn/

About the speaker

David Dodgson is a language teacher currently based in Gabon, where he is the coordinator of a language school for adults. He also teaches young learners and works as a freelance teacher trainer and materials writer. He is a Teaching English associate blogger, an iTDi associate, and runs two blogs – davedodgson.com and eltsandbox.weebly.com

He holds an MA in EdTech and TESOL and is currently working towards a Trinity Dip TESOL. His interests include effective use (and non-use!) of technology to support learning, game-based learning, and reflective practice for teacher development.
 

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