GRADE 7 – 1st Periodical Tests – All Subjects with TOS

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The framework for classroom assessment and evaluation

Any instruction has three main parts: the “WHY,” the “HOW,” and the “WHAT.” The “WHY” of instruction is identified by the purposes; the “HOW” is described by the plans; and the “WHAT” of instruction is revealed by practice.
The four components of classroom assessment and education are input factors, plans, practices, and purposes. The objectives a teacher establishes when teaching are known as instructional objectives. On the one hand, they offer guidance for formulating acceptable instruction, and on the other, they offer a foundation for figuring out whether a pupil has attained the goals a teacher set for them. They offer standards for measuring the results of pupils’ learning and tracking their progress.

Various goals can direct instruction in classrooms:

language,
strategic,
socio-affective,
philosophical, and
method or process.

The language abilities that students are intended to gain in the classroom are referred to as language objectives.

“Strategic objectives” are those that deal with developing critical thinking, learning, and communication skills. “Conscious processes and procedures that enhance the comprehension, acquisition, and retention of new abilities and concepts” are referred to as learning processes.

Socio-affective objectives, such as alterations in attitudes toward the target language, the target language group, or the learner’s first language group, are changes in learners’ social behavior that come about as a result of classroom instruction. However, these goals are typically subordinate to those of language acquisition.

Philosophical objectives are broader-ranging than socio-affective ones in terms of how attitudes, values, and beliefs are changed.
The last type of objective is a technique or process objective, which describes a method, a process, an experience, a material, an activity, or another part of instruction. However, the impact of these objectives does not always benefit classroom education. For instance, they think philosophical goals are at least marginally helpful. Strategic goals are crucial for understanding student performance in class and are therefore crucial for lesson planning. They are, however, secondary to language learning; in other words, the efficient application of some tactics ought to promote improved second language acquisition and usage. Clearly, the evaluation of second languages is based on language objectives.