实际上，老师应该记住，所有的英语评估都是对英语的评估。由于英语学习者在学习内容的过程中正在习得语言，教师需要确保他们的评估针对的是学习统一体中的语言成分。因此，教师应该为英语学习者提供以非传统方式展示知识的机会。Lenski(2006)认为，当教师考虑评估的目的时，他们应该问:“我的评估是否与语言和内容标准和目标有关?”教师也应该考虑他们的评估实践是否符合他们自己的教学目标和目标。当教师事先考虑评估的目的时，他们可以更好地决定应该收集什么样的学生信息。教师可以使用语言和内容标准作为英语学习者必须了解的基础，然后这些标准提供了评估的目的。例如，Lenski指出的TESOL标准之一是“学生将使用学习策略来扩展他们的交际能力”。教师可以用这句话来开发一种工具来评估学生对标准的满意程度。在语言课堂中，真实的评估工具将为学生的读写发展提供直接的见解，展示学生的进步和成就。评估还可以作为一种机制，揭示教学的哪些部分需要修改，以帮助学生达到标准和目标。例如，阅读是一个复杂的互动过程，而对阅读能力的评价并不以理解的衡量为终点。充分理解的策略方法通常是评估学生的重要因素，尤其是在大多数课堂评估中，这些评估本质上是形成性的。因此，重要的是教师要考虑真实的评估来记录英语学习者的表现和阅读的增长。实际上，替代评估或真实评估为教师提供了一个更完整的画面，让学生在遇到阅读材料时能做什么或不能做什么。
澳洲悉尼论文代写:英语的评估
Actually, Teachers should keep in mind that all assessments in English are also assessments of English. Because English language learners are in the process of acquiring language as they acquire content, teachers need to ensure that their assessment addresses the linguistic component of the learning continuum. Therefore, teachers should provide English language learners with opportunities to demonstrate knowledge in non-traditional ways. According to Lenski (2006), as teachers consider the purposes for assessment, they should ask, "Does my assessment connect to the language and content standards and goals?" Teachers should also think about whether their assessment practices are consistent with their own instructional objectives and goals. When teachers think about the purposes for assessment beforehand, they can make better decisions about what information they should gather about their students. Teachers can use language and content standards as the basis for what English language learners have to know, and these standards then provide the purposes for assessment. For example, one of the TESOL standards as Lenski indicated is "Students will use learning strategies to extend their communicative competence". Teachers can use this statement to develop an instrument to assess how well students are satisfying the standard. In a language classroom, authentic assessment tools will provide direct insights on the students' literacy development and showcase students' progress and accomplishments. Assessments also serve as mechanisms that reveal what parts of instruction need to be modified to help students reach standards and goals. For instance, reading is a complex interactive process whereas the assessment of reading ability does not end with the measurement of comprehension. Strategic ways to full understanding are often important factors to include in assessing students, especially in the case of most classroom assessments that are formative in nature. For this reason, it is important that teachers consider authentic assessments to document English language learners' performance and growth in reading. Actually, alternative assessments or authentic assessments provide teachers with a more complete picture of what students can or cannot do as they encounter reading materials.
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