Chapter 11: Evaluating Language Proficiency
📖 PSTET English Language - Paper I & II
🎯 Chapter Overview
Welcome to the chapter that bridges teaching and assessment! As a teacher, your ability to evaluate language proficiency is just as important as your ability to teach. Evaluation tells you whether your teaching has been effective, what your students have learned, and where they need more support. The PSTET syllabus emphasizes this as a key component of language pedagogy .
In this comprehensive chapter, you will learn:
✅ The purpose of evaluation: Understanding the critical distinction between assessment of learning and assessment for learning
✅ How to assess listening and speaking skills with appropriate techniques and parameters
✅ Methods for assessing reading and writing to check comprehension and written expression
✅ Continuous and Comprehensive Evaluation (CCE) : Its philosophy, perspective, and practical implementation in the language classroom
💡 PSTET Connection: The syllabus explicitly includes "Evaluating language comprehension and proficiency: Listening, Speaking, Reading and Writing" and "School-Based Assessment, Continuous & Comprehensive Evaluation (CCE): perspective and practice" . This chapter directly addresses these topics.
📋 11.1 Purpose of Evaluation: Assessment of Learning vs. Assessment for Learning
🔑 Understanding the Fundamental Shift
The way we think about assessment has evolved significantly. Traditionally, assessment was seen as a way to measure what students had learned at the end of instruction. Today, we recognize that assessment can and should play a much richer role in the learning process .
The Three Purposes of Assessment
According to educational research, assessment serves three main purposes :
Purpose Focus Key Question
Assessment FOR Learning Improving learning during instruction "How can we help learners progress?"
Assessment OF Learning Measuring learning after instruction "What have learners achieved?"
Assessment AS Learning Developing students' metacognitive skills "How can learners assess themselves?"
📊 Assessment for Learning (AfL)
What Is Assessment for Learning?
Assessment for Learning is an approach, integrated into teaching and learning, which creates feedback for students and teachers in order to improve learning and guide their next steps . It happens during the learning process, not just at the end.
Key Characteristics of AfL
Aspect Description
Timing Ongoing, continuous, integrated with instruction
Purpose To inform teaching decisions and guide student improvement
Focus The learning process, not just the final product
Feedback Descriptive, specific, timely, and actionable
Student Role Active participants who understand goals and criteria
Teacher Role Facilitator who adjusts instruction based on evidence
The Three Key Questions of AfL
Assessment for Learning focuses on both the teacher and student understanding three key things :
Where the learner is going: Sharing learning goals and success criteria helps learners see what they are aiming for
Where the learner is now: Effective questioning and observation help teachers gauge what individuals and groups have learned
How the learner can get there: Teachers use evidence of learning to inform next steps; learners use feedback to make decisions about their learning
Principles of Assessment for Learning
Research has identified ten key principles that make AfL effective :
Principle Meaning
1. Part of effective planning Assessment must be intertwined with all moments of the learning process
2. Focus on how students learn Consider learning styles, multiple intelligences
3. Central to classroom practice All interactions provide valuable evidence
4. Key professional skill Teachers need knowledge and skills to implement AfL
5. Sensitive and constructive Be aware of emotional impact; focus feedback on work, not person
6. Consider learner motivation Timely, descriptive feedback motivates
7. Promote commitment to goals Learners need to understand and share learning goals
8. Help learners know how to improve Identify strengths and weaknesses; provide guidance
9. Develop self-assessment capacity Foster reflective, independent learners
10. Recognize all achievements Enable all learners to have efforts recognized
📝 Assessment of Learning (AoL)
What Is Assessment of Learning?
Assessment of Learning is the traditional form of assessment—it measures what students have learned at the end of a unit, term, or course. Its purpose is to give a measure of the knowledge and skills gained .
Key Characteristics of AoL
Aspect Description
Timing At the end of learning (summative)
Purpose To certify achievement, assign grades, report progress
Focus The final product or outcome
Feedback Usually grades or scores
Student Role Demonstrate what they have learned
Teacher Role Judge and evaluate
Examples of AoL
Type Example
Term exams End-of-term tests
Unit tests Tests after completing a chapter
Final projects Cumulative projects with grades
Standardized tests Board examinations
🔄 Assessment as Learning (AaL)
What Is Assessment as Learning?
Assessment as Learning focusses on students and emphasizes assessment as a process of metacognition (knowledge of one's own thought processes) . The ultimate goal is for students to acquire the skills to be their own best assessors.
Key Characteristics of AaL
Aspect Description
Timing Throughout learning
Purpose Develop self-regulation and metacognitive skills
Focus Students monitoring their own learning
Student Role Self-assess, set goals, monitor progress
Teacher Role Model, guide, provide tools for self-assessment
Examples of AaL
Activity How It Works
Self-assessment Students evaluate their own work against criteria
Peer assessment Students assess each other's work
Learning journals Students reflect on what and how they learned
Goal setting Students set personal learning targets
📊 Comparison at a Glance
Dimension Assessment FOR Learning Assessment OF Learning Assessment AS Learning
Purpose Support learning Measure achievement Develop metacognition
Timing During learning After learning Throughout learning
Audience Teachers and students Parents, administrators Students themselves
Feedback Descriptive, specific Grades, scores Self-reflection
Teacher Role Guide, adjust instruction Judge, evaluate Model, facilitate
Student Role Active participant Demonstrate knowledge Self-monitor, reflect
Key Question "How can we improve?" "What was learned?" "How do I learn best?"
✅ PSTET Application
For the PSTET exam, remember:
Assessment for Learning is formative, ongoing, and integrated with teaching
Assessment of Learning is summative, terminal, and measures achievement
Assessment as Learning develops students' capacity for self-assessment
The syllabus emphasizes the distinction between these approaches
CCE integrates all three, with special emphasis on formative assessment
💡 Teacher's Note: In your classroom, you will use all three types. The skill lies in knowing when and how to use each.
🎧 11.2 Assessing Listening and Speaking: Techniques and Parameters
🔑 The Challenge of Assessing Oral Skills
Listening and speaking are often called the "orphan skills" of assessment because they are harder to measure than reading and writing. They are ephemeral—once spoken, words disappear. They require real-time processing. And they involve multiple sub-skills simultaneously .
👂 Assessing Listening Skills
What to Assess in Listening
Listening is not a single skill but a combination of sub-skills :
Sub-Skill What It Involves Assessment Focus
Listening for gist Understanding the overall idea Can the learner identify the main topic?
Listening for specific information Finding particular details Can the learner extract names, numbers, dates?
Listening for detail Comprehensive understanding Can the learner recall precise information?
Inferential listening Reading between the lines Can the learner understand implied meaning?
Predictive listening Anticipating content Can the learner predict what comes next?
Techniques for Assessing Listening
Technique Description Example Task
Information transfer Learners listen and complete a diagram, map, or chart Listen to directions and label a map
Multiple-choice questions Learners choose correct answers from options Listen to a conversation and answer MCQs
Gap-fill Learners complete sentences with missing words Listen to an announcement and fill in times
Note-taking Learners take notes while listening Listen to a short lecture and note key points
Sequencing Learners order pictures or events Listen to a story and arrange pictures in order
True/False Learners identify statements as true or false Listen to a description and mark statements
Parameters for Evaluating Listening
Parameter What to Look For
Comprehension of main ideas Can the learner identify the overall message?
Comprehension of details Can the learner recall specific information?
Ability to infer Can the learner understand implied meaning?
Ability to follow instructions Can the learner act appropriately on what is heard?
Response accuracy Does the learner's response match the input?
🗣️ Assessing Speaking Skills
What to Assess in Speaking
Speaking assessment is complex because it involves multiple dimensions simultaneously :
Dimension What It Involves Assessment Focus
Fluency Smoothness of speech, lack of hesitation Does the learner speak without unnatural pauses?
Accuracy Correct use of grammar and vocabulary Are there grammatical or lexical errors?
Pronunciation Correct sounds, stress, and intonation Is speech intelligible and natural?
Vocabulary Range and appropriateness of word choice Does the learner use varied and precise words?
Interaction Turn-taking, responding, initiating Can the learner maintain a conversation?
Coherence Logical organization of ideas Is the speech easy to follow?
Techniques for Assessing Speaking
Technique Description Example Task
Read aloud Learner reads a prepared text Read a paragraph with appropriate pronunciation
Picture description Learner describes a picture "Describe what you see in this picture."
Storytelling Learner narrates a story "Tell me a story based on these pictures."
Role-play Learner acts out a situation "You are a shopkeeper. I am a customer."
Interview Teacher asks questions; learner responds Questions about self, family, interests
Information gap Pair work with missing information Student A has information Student B needs
Presentation Learner presents on a topic "Tell the class about your favorite festival."
Parameters for Evaluating Speaking
A rubric or rating scale is essential for consistent speaking assessment. Here's a sample rubric:
Criteria Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1)
Fluency Speaks smoothly with minimal hesitation Some hesitation but meaning clear Frequent pauses disrupt flow Speech is halting and fragmented
Accuracy No significant grammatical errors Few minor errors Several errors but meaning clear Errors impede comprehension
Pronunciation Clear and natural; easy to understand Generally clear; occasional errors Some effort needed to understand Difficult to understand
Vocabulary Wide range; precise word choice Good range; mostly appropriate Limited range; some word-finding Very limited; inappropriate choices
Task completion Fully achieves purpose Achieves purpose Partially achieves purpose Does not achieve purpose
📝 Practical Assessment Activities
Activity 1: Listen and Do (Listening)
Aspect Description
Purpose Assess listening comprehension of instructions
Procedure Give oral instructions; students perform actions
Assessment focus Accuracy of response, ability to follow sequence
Example "Draw a circle. Inside the circle, draw a small square. Above the circle, write your name."
Activity 2: Spot the Difference (Speaking)
Aspect Description
Purpose Assess interactive speaking and descriptive skills
Procedure Pairs have similar but slightly different pictures; they must describe to find differences without looking
Assessment focus Fluency, accuracy, interaction strategies
Recording Record conversations for later analysis
Activity 3: Story Retelling (Both Skills)
Aspect Description
Purpose Assess both listening comprehension and speaking
Procedure Teacher tells a short story; student retells it
Assessment focus Listening: comprehension of main ideas and details; Speaking: fluency, coherence, vocabulary
📖 11.3 Assessing Reading and Writing: Methods to Check Comprehension and Written Expression
🔑 The Nature of Reading and Writing Assessment
Reading and writing are receptive and productive skills respectively, but both involve complex cognitive processes. Assessment must capture both the product (what students produce) and the process (how they approach the task).
📚 Assessing Reading Skills
What to Assess in Reading
Reading involves multiple sub-skills that develop progressively :
Sub-Skill What It Involves Assessment Focus
Decoding Recognizing words and their meanings Can the learner read words accurately?
Literal comprehension Understanding directly stated information Can the learner find explicit information?
Inferential comprehension Understanding implied meaning Can the learner read between the lines?
Critical comprehension Evaluating and judging text Can the learner identify bias, opinion, purpose?
Vocabulary in context Understanding word meaning from context Can the learner deduce meaning of unknown words?
Methods for Assessing Reading
Method Description Example Task
Multiple-choice questions Learners select correct answer from options After reading a passage, choose the correct answer
Short-answer questions Learners write brief responses Answer in 2-3 sentences
Cloze test Learners fill in missing words Words removed at regular intervals
Matching Learners match items (headings to paragraphs, etc.) Match each paragraph to its main idea
Sequencing Learners order jumbled parts of text Arrange sentences in correct order
Summarizing Learners write a brief summary Summarize the passage in 50 words
Information transfer Learners complete diagrams/tables Complete a chart using information from text
Parameters for Evaluating Reading Comprehension
Parameter What to Look For
Main idea comprehension Can the learner identify what the text is mainly about?
Detail comprehension Can the learner locate and recall specific information?
Inferential ability Can the learner understand implied meanings?
Vocabulary knowledge Can the learner understand words in context?
Critical response Can the learner respond thoughtfully to text?
Common Reading Difficulties
Research on teacher proficiency reveals that even teachers sometimes struggle with certain reading sub-skills, including :
Decoding meaning from context
Making inferences
Understanding complex grammatical structures
💡 Teacher's Note: Be aware of these challenges when assessing your students. If you find these difficult, your students may need extra support.
✍️ Assessing Writing Skills
What to Assess in Writing
Writing assessment must consider multiple dimensions :
Dimension What It Involves Assessment Focus
Content Ideas, relevance, development Are ideas clear and well-developed?
Organization Structure, coherence, flow Is the writing logically organized?
Vocabulary Word choice, range, precision Are words varied and appropriate?
Grammar Sentence structure, accuracy Are sentences grammatically correct?
Mechanics Spelling, punctuation, capitalization Are writing conventions followed?
Task fulfillment Meeting the requirements Does the writing achieve its purpose?
Stages of Writing Development and Assessment
Writing develops gradually. Assessment must be appropriate to the stage :
Stage Description Assessment Focus
Controlled writing Writing within strict limits Accuracy, following models
Guided writing Writing with some support Content, organization with support
Free writing Independent writing for authentic purposes All dimensions
Methods for Assessing Writing
Method Description Example Task
Controlled tasks Fill-in-blanks, sentence completion Complete these sentences with correct verb forms
Guided tasks Paragraph writing with prompts "Write a paragraph about your school. Include: name, location, favorite subject, why you like it."
Free writing tasks Essays, stories, letters "Write a letter to your friend about your summer vacation."
Portfolio assessment Collection of work over time Review multiple samples showing progress
Process writing Assess multiple drafts Evaluate brainstorming, draft, revision, final
Rubric for Writing Assessment
Criteria Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1)
Content Rich ideas, fully developed Adequate ideas, developed Basic ideas, underdeveloped Limited ideas, not developed
Organization Logical, coherent, well-structured Generally organized Some organization Disorganized, hard to follow
Vocabulary Wide range, precise, effective Good range, appropriate Limited range, some errors Very limited, frequent errors
Grammar Accurate, varied structures Mostly accurate, some variety Frequent errors but meaning clear Errors impede understanding
Mechanics Few or no errors in spelling/punctuation Occasional errors Several errors Many errors
🔄 11.4 Continuous and Comprehensive Evaluation (CCE): Its Perspective and Practice
🔑 What Is CCE?
Continuous and Comprehensive Evaluation (CCE) is a system of school-based assessment introduced as part of educational reforms. It aims to evaluate all aspects of a student's development (comprehensive) on an ongoing basis (continuous) .
The Two Dimensions of CCE
Dimension Meaning Implication
Continuous Regular, periodic, ongoing assessment Assessment is not a one-time event but a continuous process
Comprehensive Covering all aspects of development Includes scholastic (academic) and co-scholastic (life skills, attitudes, values) areas
🎯 The Perspective of CCE
Philosophical Underpinnings
CCE is based on the understanding that :
Principle Meaning
Every child can learn Assessment should support learning, not just measure it
Learning is multidimensional Assessment should cover all domains—cognitive, affective, psychomotor
Assessment is for improvement The primary purpose is to enhance learning, not rank students
Feedback is essential Regular feedback helps students improve
Stress should be reduced Continuous assessment reduces the pressure of one-time exams
Aims of CCE
The Right to Education Act (2009) and subsequent educational policies emphasize CCE to :
Reduce stress and anxiety of terminal examinations
Make evaluation comprehensive and regular
Provide space for holistic development
Ensure every child succeeds
Shift from "teaching to the test" to genuine learning
📋 CCE in the Language Classroom
Components of CCE in Language
Component Description Weightage (Typical)
Formative Assessment Ongoing, diagnostic, for learning 40%
Summative Assessment Terminal, for grading 60%
Formative Assessment Techniques for Language
Formative assessment is the "continuous" part of CCE. It includes :
Technique Description Language Application
Observation Systematic observation of students during activities Note speaking skills during group work
Worksheets Short tasks completed in class Grammar exercises, comprehension checks
Quizzes Brief, informal tests Vocabulary quizzes, spelling checks
Projects Extended individual or group work Research on a topic, presentations
Assignments Homework or classwork Writing tasks, reading responses
Conversations Informal discussions with students Talk about reading, learning progress
Peer assessment Students assess each other Peer feedback on writing
Self-assessment Students reflect on their own learning Learning logs, checklists
Summative Assessment Techniques
Technique Description Language Application
Term examinations Formal tests at end of term Reading comprehension, writing, grammar
Unit tests Tests after each unit Focused on specific content
Final projects Culminating projects Portfolio of work, presentations
📊 Implementing CCE: A Practical Framework
Step 1: Plan Assessment Strategically
Question Consideration
What learning outcomes am I assessing? Align with curriculum objectives
What assessment methods will I use? Variety of tools for different skills
When will I assess? Spread throughout the term
How will I record evidence? Use checklists, anecdotal records, portfolios
Step 2: Use Multiple Tools
Tool Purpose Example
Anecdotal records Brief notes on significant observations "Rajiv used new vocabulary correctly today."
Checklists List of skills/behaviors to check off Speaking skills checklist
Rating scales Rate performance on a scale 1-4 scale for writing
Portfolios Collection of work over time Best pieces, drafts, reflections
Rubrics Detailed criteria for assessment Writing rubric
Step 3: Involve Students
Strategy How It Works
Share criteria Students know how they will be assessed
Self-assessment Students reflect on their own work
Peer assessment Students give feedback to each other
Goal setting Students set personal learning targets
Step 4: Provide Feedback
Effective feedback in CCE should be :
Characteristic Meaning
Timely Given soon after the work
Specific Not just "good work" but "Your use of descriptive words made your story vivid"
Constructive Focus on what to improve, not just what's wrong
Descriptive Describe the work, not the person
Actionable Students know what to do next
📈 Research Evidence for CCE
Research has demonstrated the effectiveness of continuous assessment :
Finding Source
CCE has significant effect on enhancing language proficiency Aremanda & Koppula (2023)
Continuous assessment positively affects student performance Iqbal et al. (2017)
Formative assessment contributes significantly to student achievement, especially for lower achievers Black & Wiliam (1998)
Assessment for learning is a critical component of effective teaching Hattie (2008)
✅ CCE vs. Traditional Assessment
Aspect Traditional Assessment CCE
Focus Scholastic only Scholastic + Co-scholastic
Timing End of term/year Continuous throughout
Purpose Measure achievement Improve learning
Methods Written tests mainly Multiple tools
Student role Passive test-taker Active participant
Feedback Grades/scores Descriptive feedback
Stress High Reduced
📝 Chapter Summary: Quick Reference Guide
🔑 Key Terms for PSTET
Term Definition
Assessment for Learning Ongoing assessment integrated with teaching to improve learning
Assessment of Learning Summative assessment to measure achievement after instruction
Assessment as Learning Students assessing their own learning to develop metacognition
Continuous and Comprehensive Evaluation (CCE) School-based assessment system evaluating all aspects of development on an ongoing basis
Formative Assessment Assessment during learning to provide feedback and adjust teaching
Summative Assessment Assessment after learning to certify achievement
📊 Assessment Types at a Glance
Type When Why Examples
Assessment FOR Learning During Improve learning Observation, worksheets, quizzes
Assessment OF Learning After Measure achievement Term exams, unit tests
Assessment AS Learning Throughout Develop self-regulation Self-assessment, journals
🎯 Skills Assessment Summary
Skill What to Assess How to Assess
Listening Gist, specific info, inference Info transfer, MCQ, gap-fill
Speaking Fluency, accuracy, pronunciation Role-play, interview, picture description
Reading Literal, inferential, critical comprehension MCQ, short answer, cloze test
Writing Content, organization, vocabulary, grammar Controlled, guided, free writing tasks
📚 Practice Questions
Multiple Choice Questions
Q1. The type of assessment that occurs during learning to provide feedback and guide instruction is called:
a) Assessment of learning
b) Assessment for learning
c) Summative assessment
d) Terminal assessment
Answer: b) Assessment for learning
Q2. Which of the following is a technique for assessing listening skills?
a) Picture description
b) Role-play
c) Information transfer
d) Essay writing
Answer: c) Information transfer
Q3. The 'comprehensive' aspect of CCE refers to:
a) Assessing only academic subjects
b) Evaluating all aspects of student development
c) Testing at the end of the year
d) Using only written tests
Answer: b) Evaluating all aspects of student development
Q4. When a student reflects on their own learning and sets personal goals, they are engaged in:
a) Assessment of learning
b) Peer assessment
c) Assessment as learning
d) Summative assessment
Answer: c) Assessment as learning
Q5. According to research, which type of assessment contributes most significantly to improving lower-achieving students' performance?
a) Terminal examinations
b) Standardized tests
c) Formative assessment
d) Norm-referenced assessment
Answer: c) Formative assessment
Short Answer Questions
Q6. Differentiate between assessment for learning and assessment of learning with suitable examples.
Suggested answer: Assessment for learning is formative, ongoing, and aims to improve learning during instruction. Example: A teacher observes students during group work and provides immediate feedback. Assessment of learning is summative, occurs after instruction, and measures achievement. Example: A term-end examination that assigns grades .
Q7. Describe any three techniques for assessing speaking skills in the classroom.
Suggested answer:
Role-play: Students act out real-life situations (e.g., shopping), allowing assessment of fluency, interaction, and functional language.
Picture description: Students describe a picture, assessing vocabulary, fluency, and coherence.
Interview: Teacher asks questions; student responds, assessing accuracy, pronunciation, and ability to maintain conversation .
Q8. What is Continuous and Comprehensive Evaluation (CCE)? Explain its two dimensions.
Suggested answer: CCE is a system of school-based assessment that evaluates all aspects of student development on an ongoing basis. Continuous means assessment is regular and periodic, not just at term end. Comprehensive means covering all areas—scholastic (academic subjects) and co-scholastic (life skills, attitudes, values) .
🌟 Final Words of Encouragement
Dear future teacher,
Assessment is not just about giving grades—it's about understanding your students and helping them grow. The shift from assessment of learning to assessment for learning and assessment as learning represents a profound change in how we think about our role.
Remember these key truths:
✅ Assessment and teaching are two sides of the same coin—they cannot be separated
✅ Every interaction with a student is an assessment opportunity
✅ Feedback is the bridge between assessment and improvement
✅ CCE is not about more tests—it's about better, more meaningful evaluation
✅ The ultimate goal is to develop students who can assess their own learning
Your success mantra:
"I assess not to sort my students, but to support them. I use evidence of learning to guide my teaching and help every child progress."
📖 Preview of Chapter 12
In Chapter 12, we'll explore Teaching-Learning Materials (TLM) —how to use textbooks effectively, integrate multimedia resources, leverage the multilingual classroom, and develop low-cost teaching aids.
📘 Proceed to Chapter 12: Teaching-Learning Materials in the Language Classroom
📚 References
PSTET Official Syllabus, Punjab School Education Board
Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising standards through classroom assessment
Aremanda, S.B. & Koppula, S.B. (2023). Continuous and comprehensive evaluation to enhance language proficiency of young ESL learners. AIP Conference Proceedings
University of Calicut. (n.d.). Sub units of Basics of Assessment
Ontario Tech University. (2024). Performance Assessment
European Educational Research Association. (2019). Changing Assessment Cultures
