As English language teachers, we all know how important it is to design exams which efficiently assess our students’ competences in the performance of a given task.
Indeed, in the competitive exam, candidates have to show whether their assessment criteria, methods and types really measure the level to which their students have achieved the objectives set in their syllabi and how well those students have mastered the contents covered.
There are three conditions any assessment needs to meet for it to be considered of value, as the Common European Framework of Reference for Languages specifically states in Chapter 9.
- Validity (ie, what is assessed is what should be assessed and the information gained is an accurate representation of the proficiency of the candidates concerned).
- Reliability (ie, the extent to which the result of what is being assessed consistently correlates in different situations)
- Feasibility (ie, the extent to which the assessment can be efficiently performed, both by the assessor and the person assessed.)
Choosing the best teachers
On 28th January I read in ABC that the president of Madrid Autonomous Region and the Education Secretary announced that there would be a public call for teachers within the framework of “the regional government’s commitment to go deeper into the improvement of the education system in Madrid”.
The article carries on to say that “the greater importance given to knowledge over interinidad” (I’ll come back to this term in a minute) […] ensures the selection of the best primary and secondary school teachers for the public education system in Madrid”.