Assessing English: A Comparison between Canada and England’s Assessment Procedures

Abstract

English as a subject used to be assessed using course-based or portfolio assessments but now it is increasingly examined through terminal tests. Canada is an exception to this rule. This paper compares the way English is assessed in England and Canada and looks to the ways in which the kind of assessment undertaken affects the practices of English teachers both in the teaching of summative and formative assessment.

Keywords

• course-based assessment
• summative assessment
• formative assessment