LANGUAGE ASSESSMENT IN ENGLISH LANGUAGE TEACHING: PRINCIPLES AND PRACTICES
Keywords:
language assessment, English language teaching, listening assessment, reading assessment, speaking assessment, language testing, higher educationAbstract
Language assessment is a fundamental component of English language teaching and learning. It provides valuable information about learners’ language abilities and supports educational decision-making. Effective assessment enables teachers to evaluate students’ progress, identify strengths and weaknesses, and improve instructional practices. In higher education institutions, particularly technical universities, language assessment plays a crucial role in ensuring that students develop the communicative competencies necessary for academic and professional success. This article examines the concept of language assessment and discusses major approaches to assessing listening, reading, and speaking skills. Drawing on the works of Alderson, Buck, Brunfaut, Hubley, and Isaacs, the paper explores key principles of language testing and highlights the importance of validity, reliability, and authenticity in assessment practices.
References
1. Alderson, J. C. (2009). The politics of assessing second language abilities: The TOEFL iBT. Routledge.
2.Buck, G. (2001). Assessing listening. Cambridge University Press.
3.Brunfaut, T., & Harding, L. (2016). Assessing listening. In D. Tsagari & J. Banerjee (Eds.), Handbook of second language assessment (pp. 185–202). De Gruyter Mouton.
4.Hubley, N. (2012). Assessing reading. In G. Fulcher & F. Davidson (Eds.), The Routledge handbook of language testing (pp. 189–203). Routledge.
5.Isaacs, T. (2016). Assessing speaking. In D. Tsagari & J. Banerjee (Eds.), Handbook of second language assessment (pp. 131–148). De Gruyter Mouton.
6.American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association.
