Abstract:
This thesis is based on a case study carried out at the University or Ruhuna.
Faculty or Agriculture. Emphasizing the strategic value or testing and evaluation
mechanics. this thesis makes an effort to identify the decisive role evaluation can
play in a teaching-learning process and makes a proposition for conferring on it
the recognition it deserves in a teaching-learning programme. Moreover. it
demonstrates how a writing syllabus gets activated through the proper treatment
of testing and evaluation in all stages the leaners are supposed to proceed through
in an effort to develop their writing in English. In that sense testing and evaluation
is recognized as the measurement or the progress the students make individually
as well as group-wise. On the whole. the thesis attempts to recognize new facets
or evaluation in the identification or learning styles and in the promotion or
learning strategies in a humanistic approach to learning English as an international
language. This thesis introduces existing second language learning theories with
special reference to the barriers that learners have in learning writing in English as
a second language. It also highlights the need or a viable strategy for developing
writing in English as a second language. Further. this thesis studies theoretical
literature on testing and evaluation and present the impact or a strong strategic
testing and evaluation application mechanism on a programme or developing
writing in English in a model educational setting. Here the major findings in the
literary review with regard to the strategic application or testing and evaluation
mechanism in developing writing skills in English are discussed.
