The weekly column
Article 68, July 2001
Book Review: Evaluating Literacy: A Perspective for Change
Robert J. Anthony, Terry D. Johnson, Norman I. Mikelson and Alice Preece. Toronto, Canada: Irwing Publishing, 1991, 186 pp.
Review by Mohamed Najbi
This is a book with a common-sense beginning. In the preface, we are told that ‘education aims or goals, curriculum implementation, and assessment must be coherent. Educators cannot have one set of beliefs about the aims of education and the classroom practices necessary to achieve these aims, while at the same time, assessing progress from an entirely different perspective’.
The chief intent of this book is to provide a coherent philosophy of evaluation that is consistent with current views of literacy acquisition and student-centered instruction to apply in schools in Canada. But because of the scope and variety of issues addressed by the authors, it can be of value to teachers involved in ‘continuous assessment’ in other settings.
In chapter One, the authors first outline five statements that they see as having implications for the theory and practice of language education:
- Language education is holistic in nature
- Learning is an active, constructive process
- Language empowers children
- Every child is unique
- Literacy emerges
- Curriculum programs and assessment and evaluation must be coherent
They then argue persuasively that assessment and evaluation programs must be: (1) centered in the classroom; (2) compatible with curriculum goals; (3) compatible with what is known about learning; and (4) comprehensive and balanced. Finally, they go on to discuss in some depth the conditions that all assessment and evaluation must fulfill if they are ‘to accomplish these ends’. These procedures, the authors point out, must be: (1) numerous and multi-faceted, leading to profiles of growth and achievement over time; (2) qualitative as well as quantitative; (3) reflective of the ‘constructive’ nature of language, (4) collaborative; and (5) non-competitive. One point must be made here. Criterion-referenced tests are an integral part of the framework adopted in this book.
Chapter Two addresses myths and misconceptions, such as “Language is learned hierarchically; therefore, it should be tested sequentially,” and “Standardized tests are objective measures of performance.” In the authors’ view these short circuit the dramatic changes that have occurred in the teaching of language over the past several years as result of emerging knowledge about how literacy is acquired. Here, the recurrent remark is that “although teaching is changing, in many places evaluation is not”.
In chapter Three, the authors suggest the model of assessment and evaluation (see Figure 1 below). This model allows for both theoretical issues and practical considerations to impinge on the design/process of evaluation procedures. It also depicts its recursive and transactional nature. Accommodation is viewed within this model as “a crucial link in the evaluation and instructional cycle”. While there seems to be nothing very new here, I do think it is useful for the ESP teacher/tester to be able to read about specific examples of assessment and evaluation implementation.
Figure 1
In chapter Four, the framework for gathering and organizing information about student learning adopted by the authors consists of four categories: (1) Observation of process; (2) Observation of children’s products; (3) classroom measures; and (4) decontextualized measures. Here, it is assumed that the first three categories are adopted in all effective continuous assessment .
In chapter five, the authors argue that all stakeholders -- teachers, students, peers and parents-- should be involved if evaluation is to be more balanced, comprehensive and trustworthy. Included in this chapter are samples of observation guides of parents, student’s self-evaluation checklists and teacher’s reports cards.
In Chapters Six, Seven and Eight, the authors outline a series of means of data collection and the interpretation of information gathered. Perhaps of some interest in these chapters are some of the principles that we regularly encounter in the ELT literature; for example,
- Simplifying a text rarely makes it easier to understand;
- Motivation matters;
- Texts as well as tests should be interesting;
- assessment materials should be authentic texts;
- Assessment should inform instruction;
- Meaning is paramount in assessing comprehension;
- Prior knowledge determines comprehension;
- Peer editing is helpful;
- Language growth is cumulative;
- All aspects of language are interrelated.
In Chapter Nine, the authors address issues related to evaluation in an integrated classroom. Their primary argument here is that ‘by accomplishment is achieved’. Here, a practical way for teachers to evaluate in an integrated classroom is suggested.
Chapter Ten, which is entitled ‘Issues Won’t go Away’ – a reference to important general issues relevant to assessment and evaluation such a the demands on administrators and teachers- provide a description of what the authors believe is the most desirable way to influence assessment and evaluation for the better – acknowledgement of the concerns of all stakeholders. Professionally executed sample test items are included in this chapter.
Chapter Eleven highlights and brings into focus the problems, decisions and questions that arise when applying a responsive evaluation.
In chapter Twelve, an action plan for charge, both short-and long- term is outlined. The central themes discussed throughout the book are superbly summarized in two pages in this chapter. This multi-authored book has been aptly illustrated and reinforced. I would have welcomed a more detailed account on how to construct test items.
About the author
Mohamed Najbi holds a Master's in TESP (the teaching of English for Specific Purposes) from the University of Exeter, England. He is currently a member of the Textbook Writing Unit in the Moroccan Ministry of National Education. He has co-authored Bridges - a wide-angled ESP textbook, which is used in Moroccan secondary schools.
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