Panel 15:
Assess learner progress frequently and regularly, using a variety of types of assessment.
Definitely yes, with one major qualification. Teachers must be superhuman to do what is being asked in this Georgia document and still have to time to assess as per the above. Assessment drains the life out of teachers in most educational systems, not just in foreign langauges.
Could the teacher who is able to do everything in this document even be able to do it under the burden of a huge amount of assessment of cards, group work, output, presentations in cardboard TV sets, cultural information, writing, and all of the other stuff mentioned here? I am talking about the real world here, what teachers can realistically do and still have a life, and not some administrative mumbo jumbo written largely to impress people, like this Georiga document.
I personally was always getting bogged down with assessment before I discovered storytelling. Testing was taking a disproportionate amount of my time. But now, with TPRS, I assess often and well and quickly, and, most importantly, I test for the betterment of my students and not to satisfy hire ups. It is so much easier to assess with stories – so much easier! But I do agree with the statement as written, so I go to:
3 and 13.