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Evaluation Means Innovation in ELT: The Experience of the Algerian School
Abdelkader Nebbou
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DOI:10.17265/1539-8072/2018.10.002
Tahri Mohammed University, Bechar, Algeria
Evaluation is a natural activity that is not directly connected to teaching alone. It is a response to the emerging attitudes and understanding of others towards us. Evaluation has become an intrinsic part of the teaching/learning processes because it provides much information for management of the classroom practice, the planning of courses, and the handling of both the learning tasks and the students. Evaluation is a criterion to develop the level of proficiency of English language teaching (ELT). All the contributing items to the teaching/learning processes must be subjected to close scrutiny early. Therefore, evaluation as an overall system pilots the pool of items in education so as to arrive at a decision to what might be suitable or unsuitable for learners. This article is to explore the relationships between evaluation, innovation in the teaching/learning processes, as well as the evaluation areas of emphasis and some of the procedures that are used in ELT. The experience of the Algerian school is given as an example of necessity of evaluation to meet both the learners’ needs and to respond to current requirements.
ELT evaluation, innovation, Bechar, social context, symbolic representation
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