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time (Shrum & Glisan, 383). It looks more at the students improvement over time, which I
think is much more important that assessing what a student knows at one time. They may have
studied at the last minute right before a test to get a good grade but had none of the information
go further than their short-term memory. Seeing a students growth over time gives a better show
of what has gotten into their long-term memory, what they will remember and be able to use as
they continue into the next units, which is what we, as language teachers, want.