In 1999, Rea-Dickens and Rixon conducted a survey about the relationship between assessment and learning. 120 European teachers and teacher trainers were asked if the main purpose of their assessment was to help their teaching, and 97% answered in the affirmative.
Rea-Dickens and Rixon examined afterwards what the teachers really assessed and how they did so. They found a strong “mismatch between curricular aims, pedagogy and test content” (Cameron, Lynne.Teaching languages to very young learners. Cambridge University press.2001. page 217). The assessment focused mainly on the children’s achievements but neglected on other curricular aims such as language and social awareness.
The assessment of young learners should serve teaching by providing feedback on the children’s learning progress, so that the content and the difficulty of subsequent teaching units can be effectively adjusted to the learners’ needs.
This paper offers the reader an overview about the theoretical ideas and principles which should be kept in mind when implementing an assessment.
Furthermore the guidelines of lower Saxony are introduced. They illustrate the expectations of the German school system towards assessment in class. Afterwards the paper gives an overview about psycholinguistic tests such as “Blitztest” and “F-Test”. Additionally, the paper answers the question of origin and purpose of the Cambridge Young Learners Test. Finally, material which should support the teacher in the efficiency assessment of the pupils is represented, considering the example of “Ginger”.
Table of Contents
1. Introduction
2. Issues in assessing children’s language learning
3. Classroom reality
4. Principles of assessing children’s language learning
4.1 Assessment should be seen from a learning centred perspective
4.2 Assessment should support teaching and learning
4.3 Assessment should be based on learning
5. Key concepts in assessment
5.1 Formative and summative assessment
5.2 Criterion-referenced and norm- referenced assessment
5.3 Fairness
6. Planning the assessment of children’s language learning
6.1 Assessment in relation to goals
6.2 Assessment during classroom activities
7. Self-assessment and learner autonomy
8. Guidelines for the marking of English in Primary schools:
8.1 Principles to assess the learners’ level of ability
8.2 Methods of assessment
9. Psycholinguistic tests
10. Development of communication skills
11. Making the Grade with Ginger
11.1 Facts about Ginger
11.2 Some critical aspects about the book
12. The Cambridge Young Learners Test
12.1 What is UCLES?
12.2 What is the Cambridge Young Learners English Test?
12.3 The three levels
12.4 The aims of the test
12.5 Syllabuses
12.6 Examination report
13. Conclusion
14. Bibliography
Research Objectives and Key Themes
This paper explores the theoretical principles and practical approaches to assessing young learners in English as a foreign language. The primary objective is to evaluate how effective assessment methods can support teaching processes, foster learner autonomy, and provide meaningful feedback, while highlighting the mismatch often found between standard testing methods and the communicative requirements of primary school education.
- Theoretical foundations of child language assessment and cognitive development.
- Distinction between formative and summative assessment in early foreign language learning.
- Practical guidelines for teachers, including observation and classroom activity assessment.
- Analysis of specific tools like "Blitztest", "F-Test", and the Cambridge Young Learners Test.
- Evaluation of "Making the Grade with Ginger" as a supportive pedagogical resource.
Excerpt from the Book
3. Classroom reality
Normally, teaching and learning should dictate what kind of assessment has to take place. But in reality, things often move in the opposite direction: The assessment dominates the whole learning and teaching process.
The most frequently used method in Rea-Dickens and Rixon's study was the pencil and paper test, and this instrument was predominantly used to measure the acquisition of single vocabulary items and grammar through the completion of gaps in isolated sentences.
This kind of testing stands in stark contrast to the pupils’ experience in the classroom, where they learn language through songs and stories. Indeed, there is a substantial gap between the experience of interactive learning in a group and the isolated and non-interactive experience of completing a written test on one’s own.
There is also a contrast between the curricular goal of developing oral skills and their assessment. Only a few classroom tests focused on spontaneous speaking.
It appears, then, that only areas which are ‘easy’ to assess were examined in the classroom tests (e.g. by way of a vocabulary test) studied by Rea-Dickens and Rixon. One explanation for this finding certainly is that it is indeed quite difficult to assess oral skills and to mark them fairly.
Summary of Chapters
1. Introduction: Presents the discrepancy between curricular goals and actual assessment practices in European primary schools.
2. Issues in assessing children’s language learning: Examines factors such as age, cognitive development (Piaget), and the influence of learning theories on assessment design.
3. Classroom reality: Highlights the conflict between interactive classroom teaching and conventional, non-communicative testing methods.
4. Principles of assessing children’s language learning: Discusses the necessity of a learning-centered perspective and Vygotskian concepts like "scaffolding assessment".
5. Key concepts in assessment: Clarifies the distinctions between formative/summative and criterion/norm-referenced assessment, plus equity principles.
6. Planning the assessment of children’s language learning: Provides practical guidance on aligning assessment with lesson goals and observing students during classroom activities.
7. Self-assessment and learner autonomy: Explains the importance of empowering young learners to regulate and reflect on their own progress.
8. Guidelines for the marking of English in Primary schools:: Outlines principles for ability assessment and specific methods for grading in the German context.
9. Psycholinguistic tests: Introduces diagnostic tools and the necessity for playful, non-stressful testing environments for young learners.
10. Development of communication skills: Describes the stages of discourse ability and the shift from unsystematic language use to target-like utterances.
11. Making the Grade with Ginger: Offers a critique and overview of a specific teacher support material booklet designed for third-year primary students.
12. The Cambridge Young Learners Test: Details the origin, levels, and structure of the international YLE test system.
13. Conclusion: Synthesizes the findings, emphasizing that assessment should focus on progress rather than static knowledge.
14. Bibliography: Lists the academic sources and pedagogical materials referenced throughout the paper.
Keywords
Primary English Education, Language Assessment, Learner Autonomy, Formative Assessment, Summative Assessment, Vygotsky, Scaffolding, Psycholinguistic Tests, Cambridge Young Learners Test, Teaching Methodology, Classroom Observation, Language Acquisition, Communicative Approach, Curriculum Design, Teacher Support.
Frequently Asked Questions
What is the core focus of this academic paper?
The paper primarily examines the principles, challenges, and methodologies involved in assessing the foreign language progress of primary school children.
Which thematic fields are central to the study?
The key themes include the cognitive development of children, the implementation of fair assessment practices, the use of diagnostic tools, and the role of teacher support materials.
What is the primary research goal?
The goal is to determine how assessment can be integrated into daily instruction to support, rather than hinder, the learning process, while ensuring accurate feedback on progress.
What scientific methods does the author utilize?
The author employs a literature-based analysis of pedagogical theories, curriculum guidelines, and specialized testing materials to derive recommendations for primary teachers.
What aspects of assessment are addressed in the main chapters?
The main sections cover theoretical principles, the planning of classroom-based assessments, the use of specific testing batteries like the F-Test, and an evaluation of international standardized tests like the Cambridge YLE.
How would you describe the key characteristics of the assessment described here?
The assessment should be communicative, non-stressful, supportive of individual progress, and closely aligned with the actual interaction occurring in the classroom.
Why does the author advocate against traditional pencil-and-paper tests in primary school?
The author argues that such tests often create a mismatch between curricular oral goals and assessment methods, failing to capture the communicative achievements of young children.
What is the significance of the analysis of the "Ginger" materials?
The "Ginger" analysis illustrates how teacher-friendly, copyable resources can help document individual development rather than just assigning marks, providing a practical example of the theoretical ideas presented.
How does the author view the role of learner errors?
Errors are interpreted as necessary developmental features reflecting the child’s ongoing analysis of the target language, rather than inaccuracies to be punished.
- Quote paper
- Nicole Hahn (Author), 2005, Assessing the young Learners' Progress: Tests, Munich, GRIN Verlag, https://www.grin.com/document/61348
