Testing, Assessing, and Teaching

Hear the word “test”, our thoughts are not likely to be positive, pleasant, or affirming.

•      Can tests be positive experiences? YES!!
•      Can they build a person’s confidence and become learning experiences? YES!!
•      Can they bring out the best in students? YES!!

Before look at the tests and test design in language education, let’s see the three basic interrelated concepts: testing, assessment, and teaching.

What is a Test?

A test is a method measuring a person’s ability, knowledge, or performance in a given domain. A test is first a method. It is an instrument—a set of techniques, procedures, or items—that requires performance on the part of the test-takers.

A test must measure. Some tests measure general ability, while others focus on very specific competencies.

A test measures an individual’s ability, knowledge, or performance. Testers need to know who the test-takers are, including their previous experience and background.

Piaget’s Theory

Jean Piaget was born in Switzerland in 1896. After receiving his doctoral degree at age 22, Piaget formally began a career that would have a profound impact on both psychology and education. After working with Alfred Binet, Piaget developed an interest in the intellectual development of children. Based upon his observations, he concluded that children were not less intelligent than adults, they simply think differently.

English for Children

Human Body

The Differences between Piaget and Vygotsky’s Theory

Source of cognitive development 

 Piaget believed that the most important source of cognition is the children themselves.  Piaget emphasised the role of an inbuilt (biological) tendency to adapt to the environment, by a process of self-discovery and play. 

 Vygotsky emphasised the role of culture and experience. Vygotsky believed that what drives cognitive development is social interaction – a child’s experience with other people. Culture shapes cognition. 

Language and Thought 

 For Piaget, language is a product of cognitive development. In other words, cognitive development (IV) determines language use (DV). 

 Vygotsky believed that language develops from social interactions, for communication purposes. Later language ability becomes internalised as thought and “inner speech”. Thought is the result of language. 

 In other words, social interactions (IV) determines language use (DV).

Stage Theory 

 Piaget emphasised universal cognitive change. 

 Vygotsky’s theory can be applied to all ages (not a stage theory) and emphasised individual development. 

Discovery Learning (Education) 

 Piaget advocated for discovery learning with little teacher intervention. 

 Vygotsky promoted guided discovery in the classroom with the help of a MKO. 

Social Development Theory (Vygotsky)

Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior.

              Vygotsky's belief that human development–child development as well as the development of all humankind–is the result of interactions between people and their social environment. These interactions are not limited to actual people but also involve cultural artifacts, mainly language-based (written languages, number systems, various signs, and symbols).

              Vygotsky's theory is based on the idea that learning can lead development, and development can lead learning, and this process takes place through a dynamic  interrelationship. The ZPD is the area between a learner's level of independent performance (often called developmental level) and the level of assisted performance–what the child can do with support. Independent performance is the best the learner can do without help, and assisted performance is the maximum the learner can achieve with help. By observing assisted performance one can investigate a learner's potential for current highest level of functioning. ZPD reveals the learner's potential and is realized in interactions with knowledgeable others or in other supportive contexts (such as make-believe play for preschool children). By providing assistance to learners within their ZPD we are supporting their growth.

Vygotsky’s theory is one of the foundations of constructivism. It asserts three major themes:

Major themes: