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”.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Issues in assessing children's language learning
- Classroom reality
- Principles of assessing children's language learning
- Criterion-referenced and norm-referenced assessment
- Assessment during classroom activities
- Assessment should be seen from a learning centred perspective
- Assessment should support teaching and learning
- Assessment should be based on learning
- Key concepts in assessment
- Formative and summative assessment
- Fairness
- Planning the assessment of children's language learning
- Assessment in relation to goals
- Self-assessment and learner autonomy
- Guidelines for the marking of English in Primary schools
- Principles to assess the learners' level of ability
- Methods of assessment
- Psycholinguistic tests
- Development of communication skills
- Making the Grade with Ginger
- Facts about Ginger
- Some critical aspects about the book
- The Cambridge Young Learners Test
- What is UCLES?
- What is the Cambridge Young Learners English Test?
- The three levels
- The aims of the test
- Syllabuses
- Examination report
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This term paper explores the theoretical framework and practical applications of assessing young learners' progress in English language acquisition within the context of primary schools. It aims to shed light on the importance of aligning assessment with teaching and learning objectives, taking into account age, cognitive development, and the specificities of language learning at the primary level.
- Principles of assessing children's language learning
- Classroom realities and challenges in assessment
- Types of assessment tools and their effectiveness
- The role of formative and summative assessment
- The importance of learner autonomy and self-assessment
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter introduces the term paper's focus on the assessment of young learners' progress in English language learning. It highlights a discrepancy between curricular aims and actual assessment practices observed in a study by Rea-Dickens and Rixon (1999), emphasizing the need for assessment to support teaching and learning.
- Issues in assessing children's language learning: This chapter explores key considerations in assessing young learners, focusing on their age, cognitive development, and the specific content and methods of language teaching. It highlights the importance of aligning assessment practices with the concrete operational stage of cognitive development.
- Classroom reality: This chapter examines the gap between the theoretical ideal of assessment as a tool for supporting learning and the reality of classroom assessment practices. It critiques the common reliance on pencil-and-paper tests that focus on isolated grammar and vocabulary, arguing that these methods fail to accurately reflect the interactive and communicative nature of language learning in the classroom.
- Principles of assessing children's language learning: This chapter delves into key principles for effective assessment, including criterion-referenced and norm-referenced assessment, the importance of assessment during classroom activities, and the need for learner-centered approaches. It underscores the crucial role of assessment in supporting both teaching and learning.
- Key concepts in assessment: This chapter explores key concepts in assessment, including the distinction between formative and summative assessment, and the importance of fairness in assessment practices. It lays the foundation for understanding how these concepts contribute to effective assessment.
- Planning the assessment of children's language learning: This chapter focuses on the practical aspects of planning assessment, emphasizing the alignment of assessment goals with broader educational objectives and the role of self-assessment in promoting learner autonomy.
- Guidelines for the marking of English in Primary schools: This chapter delves into specific guidelines for assessing learners' English proficiency in primary schools, outlining principles for determining learners' abilities and exploring various methods of assessment.
- Psycholinguistic tests: This chapter provides an overview of psycholinguistic tests, such as "Blitztest" and "F-Test," which are commonly used to assess language proficiency.
- Development of communication skills: This chapter discusses the development of communication skills in young learners, highlighting the importance of fostering fluency, accuracy, and appropriate language use.
- Making the Grade with Ginger: This chapter examines the use of the book "Ginger" as a resource for assessing learners' language development. It explores both the strengths and limitations of this resource.
- The Cambridge Young Learners Test: This chapter provides an in-depth overview of the Cambridge Young Learners English Test, including its purpose, structure, and aims. It discusses the different levels of the test and its role in assessing language proficiency.
Schlüsselwörter (Keywords)
This term paper focuses on the assessment of young learners' English language development in primary schools. Key terms include: assessment, formative assessment, summative assessment, classroom reality, psycholinguistic tests, Cambridge Young Learners Test, language learning, cognitive development, learner autonomy, and self-assessment.
- Citation du texte
- Nicole Hahn (Auteur), 2005, Assessing the young Learners' Progress: Tests, Munich, GRIN Verlag, https://www.grin.com/document/61348
