Constructivist classroom assessment strategies for english language teaching at higher secondary level development implementation and validation

Abstract

The study entitled "Constructivist Classroom Assessment Strategies for English Language Teaching at Higher Secondary Level: Development Implementation and Validation" is experimental in framework employing mixed method design. The present research has investigated the influence of the constructivist classroom assessment strategies in enhancing the achievement of students in English subject, better acquisition of English language besides exploring their influence in energising positive attitude, motivation and creative self expressions of the students both in oral and written formats. The researcher also aimed to develop, implement and validate the constructivist classroom assessment strategies integrated framework which can effectively be used by the teachers of English. The study undertaken quantitative analysis of the scores of the achievement test of the students in English using statistical techniques like sample t-test. To further understand the nuanced nature of the topic, qualitative strategies like Content Analysis, Observation, Feedback Analysis and Focus Group Discussion were also conducted as part of the study. The quantitative and qualitative analysis undertaken clearly proved the pedagogic edge of the constructivist classroom assessment strategies integrated mode. These strategies were found to be effective and are significantly ahead of the traditional classroom procedures in enhancing the achievement of the students in the English subject and in English language acquisition. The assessment sensitive procedures implemented inside the constructivist classroom also spurred motivation, positive attitude and creative self expressions of the students both in oral and written formats. Before implementing the experiment seeking to prove the edge of constructivist classroom assessment integrated procedures over the presently practising strategies with the students in the classroom and inorder to substantiate the effectiveness of the constructivist classroom assessment strategies integrated mode in enhancing the achievement in English subjects, language acquisition and in energising motivation, positive attitude and creative self expressions of the students, the researcher has validated the specially developed constructivist classroom assessment integrated plan by giving the design to the teachers and experts who in turn endorsed the design presented to them. In short, the constructivist classroom design was ratified by the teachers and experts working in the field before it was implemented in experiment. In the light of the research findings, the authorities concerned must re emphasize constructivism both in theory and practice, as the key philosophical foundation of the educational practice in kerala. Materials, methods and evaluation procedures must be in tune with the postulates of constructivism and teachers must be given tailor made training in all these areas with serious monitoring mechanism in place. Constructivist classroom assessment integrated strategies need to be made mandatory inside the classroom. Pedagogic value of primary language and cultural capital of the students needs to be explored inside the classrooms of English if they are to be termed as constructivist in their orientation.