Subsuming Effective Methods and Approaches Towards Designing and Adopting Learning Assessment Tools for EFL Learners

Abstract

This paper addresses the effective methods that can be incorporated in designing a constructive, technical-based, theoretical approach and assessment towards teaching undergraduate EFL learners of the engineering stream. In spite of impressive growth in the increasing students’ strength in institutions and the number of institutions, quality becomes the worst hit in the rapid expansion of the education system. In order, to ensure quality education, and providing it in the areas where it is needed has become the limelight issue. The real challenge of transforming the system by incorporating effective methods and approaches in designing and adopting various assessment methods would go a long way in making education and institution a part of our existence. This paper explores various theoretical methods of assessing students' use of language and the methods of effective approaches towards learning. The first is the effectual use of technology or provision of technology that has become mainstream in engineering classrooms which is also a better tool for assessment. Computer-Aided Assessment helps to assess all the four skills of the learners. The second is the redesigning or re-modeling of classroom spaces to support active learning which would increase and widen the area of understanding and observing ability in students which is a prerequisite. This includes ideas on gathering information, giving feedback, the strategic use of questioning, and instigating peer and self-assessment. And the last is the appropriate use of leading-edge assessment, as a tool that is an essential part of research-based instruction through which students can build their caliber. This leading-edge assessment technique is used to measure how programs of this type impact students learning and develop professional competence. Assessment in education is focused on measuring specific learning outcomes among participants. This study is based on student-centered approaches to teaching and learning which calls for different methods of assessment. In the student-centered classroom, the learner requires individualization, reciprocation, and amalgamation. New ways of using technology may also initiate student-centered instructions that can be a part of assessing students. Apart from this many of the learning activities in student-centered undergraduate classrooms themselves become a form of assessment that provide instructors with better information about students’ understanding and response than they could procure from conventional assessments and discoursebased instruction.