268 / 2018-08-31 22:17:07

Connecting assessment with learning: using Aptis as a diagnostic assessment tool in the EFL writing classroom

diagnostic assessment, classroom assessment, online assessment

全体主题 > 面向教学的语言测试与评价

The study investigated the efficacy of using Aptis as a diagnostic assessment tool in the classroom.
A mixed-methods research approach, combining both quantitative and qualitative studies, was
undertaken with a group of 95 EFL learners and two teachers in two English language training
programs (entitled Program A and Program B for the research study) at a university in Beijing.
Quasi-experimental research in the form of pre- and post-tests with Aptis was conducted to evaluate
the learning gain and the effectiveness of the teaching experiment. Pre- and post-test student
questionnaires were designed and administered during the experiment. Teachers’ views on the
diagnostic assessment feedback and the efficacy of the teaching experiment were gauged through an
open questionnaire and interim reports.

The pre- and post-test comparison indicated positive learning gains for the experimental group in
Program A. Teachers reported more guided and targeted teaching based on the diagnostic feedback
and improved efficiency, and students maintained that tests were authentic, interesting, and
motivating. Nevertheless, students also voiced the concern that the tests were not related to their
immediate purpose of preparing for IELTS.

The research indicated that, if applied properly, Aptis was a useful instrument for both placement and
diagnostic assessment (if supported with diagnostic feedback).

The study offers insights into how Aptis can be used effectively as a diagnostic assessment tool in
the EFL classroom and on how the diagnostic assessment functions of Aptis can be improved to
serve instructional purposes better.