2. LITERATURE DISCUSSION
A good way to understand the importance of assessment is to think about learning outcomes. If students automatically learned what they were taught, we would never need to assess; we could instead just keep records of what we had taught. But every teacher knows, many students do not learn what they are taught. Willoughby (2010) argued that “No two students enter a classroom with identical abilities, experiences, and needs. Learning style, language proficiency, background knowledge, readiness to learn, and other factors can vary widely within a single class group”. It is impossible to predict with any certainty what students will learn as the result of a particular sequence of classroom activities. We have to assess …show more content…
Research identifies major problems with educational assessments for NNES students; linguistic complexity and cultural bias may affect the outcome of assessments, therefore current assessments may not be a valid measure of what these students know and can do (Solano-Flores 2008; Solano-Flores & Li 2006; Solano-Flores & Trumbull 2003). Results show that students demonstrated competence depended on the match between the demands of a task, the context in which it is embedded, and the culturally developed skills of the learner (Solano-Flores & Nelson-Barber 2001). These skills are not identified through previous …show more content…
Hechanova-Alampay et al. (2002) claim that NNES students in higher education experienced less social support than native English speaker students, most likely because their academic friends were at a greater distance. Lack of active participation of learner differences students is often a concern to instructors because student discussion is a major classroom activity, especially in graduate courses, and thus NNES students may not be able to make use of valuable learning opportunities (Solano-Flores, Trumbull & Nelson-Barber
A good way to understand the importance of assessment is to think about learning outcomes. If students automatically learned what they were taught, we would never need to assess; we could instead just keep records of what we had taught. But every teacher knows, many students do not learn what they are taught. Willoughby (2010) argued that “No two students enter a classroom with identical abilities, experiences, and needs. Learning style, language proficiency, background knowledge, readiness to learn, and other factors can vary widely within a single class group”. It is impossible to predict with any certainty what students will learn as the result of a particular sequence of classroom activities. We have to assess …show more content…
Research identifies major problems with educational assessments for NNES students; linguistic complexity and cultural bias may affect the outcome of assessments, therefore current assessments may not be a valid measure of what these students know and can do (Solano-Flores 2008; Solano-Flores & Li 2006; Solano-Flores & Trumbull 2003). Results show that students demonstrated competence depended on the match between the demands of a task, the context in which it is embedded, and the culturally developed skills of the learner (Solano-Flores & Nelson-Barber 2001). These skills are not identified through previous …show more content…
Hechanova-Alampay et al. (2002) claim that NNES students in higher education experienced less social support than native English speaker students, most likely because their academic friends were at a greater distance. Lack of active participation of learner differences students is often a concern to instructors because student discussion is a major classroom activity, especially in graduate courses, and thus NNES students may not be able to make use of valuable learning opportunities (Solano-Flores, Trumbull & Nelson-Barber