Abstract

Much effort is expended by teachers in giving course grades to students. But, what does that grade, numeric or letter, represent in terms of learning? There are a number of factors that must be considered in doing a good evaluation and assigning a grade: (1) the pedagogical value of the evaluation process and method, (2) implementing a nonbiased, fair procedure based on students’ ability, English level and learning and (3) the effects of the evaluation beyond just testing and assigning a grade. This paper discusses these issues and suggests that a one-on-one evaluation method of oral proficiency assessment may have a much greater value beyond just testing/evaluation, in that it may enhance both the student’s and the teacher’s learning. This research focuses on the analysis of data collected from interviews of teachers and student questionnaires/feedback.