ASSESSING SPOKEN SKILLS
This paper is an outcome of the workshop that the trainers undertook for 25 secondary teachers’ of English at Jaipur. This was conducted on account of the need analysis for making them aware and providing them hands-onexperience as they faced a lot of hurdles in assessing the spoken skills of the students. The biggest challenge faced by the teachers was the scarcity of time and lack of awareness regarding such engaging and interesting assessment modes. The assessment tools listed below invite greater participation on part of the students and make the whole language learning experience a joyful one. In-service teachers’ demand more such workshops to enhance their conceptual and practical understanding with respect to the assessment tools leading to effective teaching-learning process.
Vanita Chopra
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