International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

English as Second Language: Alignment Perspective as Quality Improvement in Pakistan
Abida Khalid, Muhammad Azeem, Dr Muhammad Bashir Gondal

Traditional method for the assessment of students’ writing skills in English Language, involves constructing a test, directly from content area, and mostly without blueprint. A test blueprint usually specifies the extent of content within the tests only while alignments often overlooked. Inexperienced—non expert in assessment test developer—especially untrained teachers, rate the students on their own (subjective) point of view irrespective of demand of curriculum objectives and market. In result our young talent, due to limitations of assessment system, is not streaming with national and global requirements. Broadly speaking, alignment, in the context of education, can be defined as the degree to which the components of an education system—such as standards, curricula, assessments, and instruction—work together to achieve desired goals. Systematic review of standards and items can yield judgments related to broad objective coverage, range of coverage, balance of coverage, and depth coverage. These four—Knowledge Concurrence, range of knowledge, balance of representation, and depth of knowledge are the key features of Webb’s Model. Thus Webb’s model, in Pakistan, can be implemented for the alignment of standards of English language, curricula and assessment for precise interpretation of students’ attainments and proficiencies in the subject of English as a second language.

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