Assessment & language learning: Assessment & language learning Realities Principles for assessment Key concepts Techniques that teachers can use Discusses of self-assessment in the classroom Outcomes of assessment and feedback Chapter 10: Teaching Languages to Young Learners


By the end of this presentation, you will have an understanding of…: By the end of this presentation, you will have an understanding of… Background and why using assessments What to have in mind when doing an assessment planning Differences and similarities between written assessments and observations How to take advantage by doing assessments


Risks with assessments: Risks with assessments Classrooms activity only based on next coming test Limited possibilities for educational changes Stress among pupils Individual learning needs


Slide4: The assessment dream often far away from reality….


The Vygotskyan perspective:: The Vygotskyan perspective: “Learning takes place in social contexts and in interaction with others.” Lev Vygotsky


Principles for assessing children's language learning: Principles for assessing children's language learning Assessment should be seen from a learning-centred perspective Assessment should support learning and teaching Assessment is more than testing Assessment should be congruent with learning Children and parents should understand assessment issues


Key concepts: Key concepts Assessment Testing Evaluation Formative assessment Summative assessment 1


Key concepts: Key concepts Validity – measure what it claims to measure Reliability – how well a test assesses to what it claims to Fairness – includes that plenty of chances are given to children to show what they can 2


Planning an assessment: Planning an assessment Purposes & objectives Methods Quality managements Feedbacks Possible uses Impacts/effects (For further details, see page 227 in Teaching Language to Young Learners)


Teacher assessment in classroom situations: Teacher assessment in classroom situations Assessing in relation to its goals Selecting an assessment focus Assessment by observation Who will be assessed When in the lesson will I assess Record-keeping, (see figure 10.1 on page 234)


Self assessment: Self assessment Better understanding among pupils Higher motivation Better understanding by teacher Better preparation among learner Better relationship – teachers & learners


How to use assessment information: How to use assessment information Most important is how to make feedback helpful to the learners Corrective feedback – aims for correcting pupils Evaluative feedback – judgements on pupils performance Strategic feedback – advice on what to do to improve performance


Slide13: “If a teacher always praises the children, even when they are not making an effort, they quickly learn that the praise is hollow. If on the other hand the teacher knows a child’s capabilities, recognises when he or she is trying especially hard and offers praise and supportive feedback, the child learns that his or her learning matters to the teacher and that it is worth struggling.” Lynne Cameron (2007)


Summary: Summary You have now got a hint about… Why using assessments What to have in mind when planning, creating and implementing assessment among pupils Differences and similarities between written assessment and observation How to take advantage by assessments