Simulacre Oposicions Anglès (Lengua Extranjera) #9

Read the text and answer the questions. **From Grading to Learning: Rethinking Assessment in Secondary EFL** In many classrooms, assessment still appears mainly at the end of instruction, when a test is used to classify students. This model can produce clear rankings, but it often provides limited guidance about how learners can improve. By contrast, formative assessment is built into teaching sequences and seeks to generate evidence that informs next instructional steps. Effective formative assessment requires explicit learning goals, transparent success criteria, and feedback that is actionable. Comments such as "good" or "needs work" are usually too vague. Students make more progress when they receive specific guidance about what they did well, what is not yet secure, and what concrete action they should try next. In language education, classroom assessment should combine product and process evidence: final written texts, oral performances, drafts, revisions, and interaction records. This broader evidence base reduces the risk of one-shot judgments and allows teachers to identify progress over time. However, formative assessment is not automatic. If criteria are unclear or workloads are unmanageable, feedback cycles collapse. Schools therefore need feasible routines: short checkpoints, focused rubrics, and opportunities for self- and peer-assessment. The goal is not to assess everything, but to assess what matters for learning.