Evaluation in order to encourage students into learning

• Author: Alma Breshani
• Pages: 126-132

ISSN 2410-3918

Acces online at www.iipccl.orgIIPCCL Publishing, Tirana-Albania

Academic Journal of Business, Administration, Law and Social Sciences Vol. 2 No. 1

March 2016

126

Evaluation in order to encourage students into learning

PhD (C.) Alma Breshani

Abstract

The topic of this article is about the evaluation of foreign languages classes in a school

environment. If there’s a place when the evaluation is ubiquitous, that place is the educational

institution where the evaluation is considered to be the central nerve of teaching and learning,

which starts since the beginning of schooling. Therefore, every institution is obliged to evaluate

its students in order to fulfill the objectives set from the Albanian Ministry of Education and

Sports, as a report to the society, to justify its existence and to ensure the quality of teaching

that it offers as an institution. We will discuss about a special evaluation, the one that helps

students learn, an evaluation that is done during the teaching/learning process. This kind of

evaluation does not create a hierarchy between the teacher and the students, and it does not

only have the purpose to check the student, but also to help both student and teacher. So, to

evaluate in order to help is a concept which has to be practiced by Albanian school teachers in

order to make the student more responsible and more conscious for his abilities, and of course

to make him be an active and more autonomous participant in the learning process.

Keywords: formative evaluation, learning, abilities, self-evaluation, dialog and help.

Introduction

The evaluation is becoming one of the major didactic concerns of foreign languages.

The evaluation of knowledge, agility and phrase flexibility is a right of every individual

who engages in the process of learning foreign languages. Banning evaluation from

education, is like avoiding from one aspect its social function (society has the right to

trust the diplomas that the educational institutions distribute) and from another aspect

its pedagogic function.

If we take a look in our context, we see that the evaluation of the language skills is

done in different methods from different teachers in different schools, making

evaluation a heterogeneous process. Although, in the teaching strategy of foreign

languages, we stress the application of the Common European Framework Reference

principles, in practice the one that dominates is the traditional approach in developing

the communication ability as well as in evaluating this ability and self evaluating.

Formative evaluation is crucial in identifying the student difficulties and problems

and the gaps in the teaching process. It is also an indicator of the discrepancy between

methods and strategies and the objectives of the teaching/learning project.

Formative evaluation has its own importance because it is a performance indicator of

teacher’s project and learning process. This type of evaluation enables us to adapt

and specify methods and practices of teaching in order to achieve the best results.

This kind of evaluation has to be at the same time fluent and impartial, in order to be

more objective and transparent.