Evaluating L2 comprehension and proficiency — four skills

This CTET Paper 2 chapter trains future Classes VI-VIII Language II teachers to evaluate L2 comprehension and proficiency across listening, speaking, reading and writing — not only written grammar MCQs. It covers balanced four-skills assessment, formative versus summative purposes, continuous and comprehensive leanings, rubrics and observation checklists for oral work, comprehension item types, proficiency versus achievement with light CEFR awareness (no claim that India mandates CEFR levels), portfolios, peer/self assessment, performance tasks, and feedback that feeds forward. Sibling one-liners keep listen-speak-as-tool, diverse-class challenges, and remedial/TLM chapters distinct. High-frequency traps include grammar-MCQ-as-full-proficiency, ignoring oral evidence, shame marking, primary teacher-admin distractors, older CCE wording misuse, and confusion with the Language I speaking-evaluation chapter. Caselets and NEP assessment leanings support fair VI-VIII practice without fake Acts.