The term paper focuses on written tests and their functions in EFL classes in primary school. Regarding the peculiarities of EFL classes in primary classroom, the main function of written tests will be outlined. Börner and Edelhoff specify the functions of written tests in primary school. They point out diagnostic, (forward) guidance, comparison and (value) judgement functions. In the course of the term paper the exemplary written test is investigated regarding its diagnostic function.
The subject English as a foreign language [EFL] belongs since 2005/2006 to the curriculum of primary school in whole Germany. The EU research study of 2007 on early language learning, education quality and pedagogical principles states that early foreign language acquisition is favoured over the late one, as the younger students are intrinsically motivated and have a positive attitude to EFL acquisition process.
EFL acquisition in primary school usually begins in the third grade and aims to provide the first experiences with learning a foreign language. Nevertheless, these first experiences are to be assessed and the students are to be provided with feedback. This procedure demands a large amount of effort and reflection time on the teacher’s side, considering the communicative character and some other peculiarities of EFL classes in primary school. Correspondingly, the topic challenges many teachers while teaching EFL in primary classroom. Therefore, the ways to facilitate this challenge are sought. A written test is an assessment form that manage the challenge and can be easily used in primary school.
Constructively, the exemplary test will be reviewed, if this specific function is realised. Therefore, the central question of the term paper is how far the exemplary test aids the realisation of the diagnostic function. The analysis and the following reflection of the exemplary test are grounded on the sources Brown and Abeywickrama ‘Language Assessment: Principles and Classroom Practices’ and of Küchler and Roters ‘Embracing Everyone: Inklusiver Fremdsprachenunterricht’.
Table of Contents
1. Introduction
2. Testing in the EFL Primary Classroom
3. Differentiation of Written Tests in the EFL Primary Classroom
4. Quality Criteria of Written Tests
4.1 Validity
4.2 Student-Reliability
5. Reflection of Test Creation
6. Conclusion
7. Development of my Professional Vision
Research Objective and Key Topics
This term paper investigates the implementation of the diagnostic function of written tests within English as a Foreign Language (EFL) classes in primary schools, specifically analyzing an exemplary test to determine its effectiveness in assessing language learning progress and supporting student development.
- Theoretical foundations of testing in primary EFL education
- Methods for differentiating written test tasks to address learner heterogeneity
- Critical examination of test quality criteria, specifically validity and student-reliability
- Practical reflection on the creation and analysis of an achievement test
- The relationship between diagnostic assessment and teacher professional development
Excerpt from the Book
1. Introduction
The subject English as a foreign language [EFL] belongs since 2005/2006 to the curriculum of primary school in whole Germany (cf. Börner & Edelhoff 2005:110). The EU research study of 2007 on early language learning, education quality and pedagogical principles states that early foreign language acquisition is favoured over the late one, as the younger students are intrinsically motivated and have a positive attitude to EFL acquisition process (cf. Edelenbos & Kubanek 2009: 23ff.). EFL acquisition in primary school usually begins in the third grade and aims to provide the first experiences with learning a foreign language (cf. Börner & Edelhoff 2005: 110).
Nevertheless, these first experiences are to be assessed and the students are to be provided with feedback. This procedure demands a large amount of effort and reflection time on the teacher’s side, considering the communicative character and some other peculiarities of EFL classes in primary school. Correspondingly, the topic challenges many teachers while teaching EFL in primary classroom (cf. ibd.: 110f.). Therefore, the ways to facilitate this challenge are sought. A written test is an assessment form that manage the challenge and can be easily used in primary school. Consequently, the term paper focuses on written tests and their functions in EFL classes in primary school.
Summary of Chapters
1. Introduction: This chapter outlines the role of English in the German primary curriculum and establishes the focus on the diagnostic function of written tests.
2. Testing in the EFL Primary Classroom: This section defines the role of assessment in foreign language acquisition and specifies the functions of in-class tests for monitoring student progress.
3. Differentiation of Written Tests in the EFL Primary Classroom: The chapter explores the necessity of addressing heterogeneity in the classroom through quantitative and qualitative test differentiation.
4. Quality Criteria of Written Tests: This section analyzes fundamental technical requirements for tests, focusing specifically on the concepts of validity and student-reliability.
5. Reflection of Test Creation: This chapter documents the practical application of theoretical knowledge by reflecting on the development of an exemplary achievement test.
6. Conclusion: This chapter summarizes the findings regarding the diagnostic effectiveness of the test and addresses the limitations identified during the analysis.
7. Development of my Professional Vision: The author reflects on how the seminar and the practical test creation process have influenced her future approach to teaching and assessment.
Keywords
EFL primary school, written tests, diagnostic function, language learning progress, heterogeneity, task differentiation, test validity, student-reliability, achievement test, assessment criteria, English as a foreign language, teacher reflection, classroom practice, formative assessment, primary education.
Frequently Asked Questions
What is the primary focus of this work?
The paper focuses on the functions of written tests within EFL classes in primary schools, specifically investigating how these tests can serve a diagnostic purpose for both students and teachers.
What are the central themes discussed in the paper?
Key themes include the challenges of early foreign language acquisition, the implementation of test differentiation to support diverse learners, and the importance of maintaining quality criteria like validity and reliability.
What is the core research question?
The central question is how far an exemplary written test aids in the realization of the diagnostic function in a primary school EFL setting.
Which scientific methodology does the author employ?
The author uses a literature-based theoretical analysis combined with a reflective practice approach, where an exemplary test is created and subsequently analyzed against established assessment theories.
What does the main body of the paper cover?
The main body covers the definition and functions of tests in primary education, the theoretical framework for task differentiation, the technical quality requirements for tests, and a detailed reflection on the creation of an exemplary unit test.
What are the primary keywords characterizing this research?
The work is characterized by terms such as diagnostic function, heterogeneity, task differentiation, and student-reliability in the context of primary EFL instruction.
Why is student-reliability considered crucial by the author?
The author argues that factors like anxiety, fatigue, or a 'bad day' can significantly bias test results, potentially leading to a false diagnosis of a student's language progress.
What role does the exemplary test play in the study?
The exemplary test serves as a concrete case study that allows the author to apply abstract assessment theories to a practical classroom scenario, facilitating a deeper reflection on the challenges of test design.
- Arbeit zitieren
- Viktoryia Schulz (Autor:in), 2019, Functions of Written Tests in EFL Classes in Primary School, München, GRIN Verlag, https://www.grin.com/document/480662
