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Classroom Assessment Techniques are a set of specific activities that instructors can use to
quickly gauge students‟ comprehension. They are generally used to assess students‟
understanding of material in the current course, but with minor modifications they can also be
used to gauge students‟ knowledge coming into a course or program. According to David
Nunan (2003:56) there are five classroom techniques for the activity of students ;
1. Information gap is useful activity in which one person has information that the other
lacks. For instance, one student has the directions to a party and must give them to a
classmate.
a pair or group has some information the other person need. For example, one student
could have a timeable for train travel in Canada. Another could have a map of
Canada. Without showing each other the visual information, they must speak English
3. Role plays are activities that students are given particular roles in the target language.
For example, one student plays a tourist telephoning the police to report his wallet
stolen. The other plays the role of a police officer trying to help the tourist file a
report. Role plays give learners practice speaking the target language before they must
do so in a real environment.
environment for language practice. For instance, in a language lesson about the
grocey store, a teacher might bring in “products” for students to buy (a box of
crackers, coffee, a jam of jam) and even play money for making their purchases.
5. Contact assignments in this activity the researcher observe the foreign language
ferry terminal, for example, students can interview tourists. Afterwards the students
compile the result of the class survey and report what they learned.
Another expert defines the techniques in the following four example Jeremy Harmer
puzzle-like task to more involved role-playing. All the activities satisfy the three
„information gap‟ where two speakers have different parts of information, there is
2. Surveys, the teacher wants students to activate all their language knowledge and
would be only too happy if this provoked natural use of these knowledge. For
example, the topic is sleep-ways of sleeping, sleeping experiences etc. first o all,
the teacher talks about sleep. Perhaps he tells a story about not being able to sleep,
plan questions for their sleep questionnaire and the teacher goes round helping
where necessary.
3. Discussion most teachers hope that they will able to organize discussion sessions
fluent language use. Many find, however, that discussion sessions are less
successful than they had hoped. The important thing is students need to be
engaged with the topic. They then might do some study (if there is a necessity for
language input, facts or figures, for example) and move quickly to activate stages-
which include the discussin itself. However there will be feedback, including
4. Role-play this activities are those where students are asked to imagine that they
are in different situations and act accordingly. We may tell them to role play being
public meeting about a road building project for example. This activity need some
cards. The students decide who is who in each group and the teacher then hands
out the following cards to the individuals, with the instruction that they should
read them but not show them to anyone else. Then they must stick to the
information and find the card which fit with that information.