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Abstract

In the last few decades there has been a paradigmatic shift in English language teaching all across the world with extensive research being conducted in the planning and preparation of an appropriate language curriculum- one that will address the manifold needs of learners in a given context and time. In the post-Independence phase of English language teaching in India, the necessity of upgrading the existing language curricula and making it at par with global standards was recognized. In West Bengal too, a similar understanding underlined the series of revisions in the syllabus, methodological approach, and development of TLM (TeachingLearning materials) and assessment of learners, especially after the 1950s. Interestingly, the curricular revision of English in 2011 in the aftermath of the political turnover in the state, overhauled the earlier curriculum with a new functional, communicative approach that led to massive changes (from the primary level through the higher secondary level of school) in the syllabus, course content, methodology and assessment of linguistic and communicative competence of the learners. Replacing the previous mid-term and annual evaluation process, the new curriculum has introduced continuous assessment pattern with special focus on formative assessment. This article traces the evolution in approach and techniques of assessment in the light of changing curricular needs worldwide and then studies the revised assessment approaches adopted in the present curriculum (after the curricular revision in 2011) of West Bengal Board of Secondary Education (WBBSE).

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