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Assessment for learning in primary FL classrooms

Assessment for learning in primary FL classrooms
Assessment for learning in primary FL classrooms
Foreign language (FL) learning for younger learners, in instructional settings, is an international phenomenon and classroom-based assessment is often implied in primary curricula which conform to an objectives model of learning, privileging precise skill measurement and, in some contexts, formal reporting of outcomes (Shepard, 2000).
However, classroom-based, formative assessment of FLs in younger learner contexts is problematic. A dearth of empirical evidence relating to early, limited input FL settings means that FL policy (and therefore attainment objectives) are formulated with “limited knowledge and understanding of teaching practices in the field of young learners” (Copland & Garton, 2014; Garton, Copland & Burns, 2011: 1). This is evident, for example, in England where the National Curriculum (2014) recommends targets grounded in a four skills model (speaking, listening, reading and writing) which are not informed by any evidence concerning whether these might be achievable in the time available.

This paper will discuss how teachers, practising in primary school FL classrooms, might develop practical and practicable formative assessment tools. Whilst this study concerned the teaching and learning of French in English primary schools (learners aged 9-11 years; n=45), it nevertheless provides some evidence of short-term linguistic outcomes and classroom-based assessment in early language learning settings. Findings have the potential to contribute to the exploration of delivering classroom-based, formative language assessment in a range of FL primary school settings.
Porter, Alison
978474c5-8b0b-4dc6-8463-3fd68162d0cd
Porter, Alison
978474c5-8b0b-4dc6-8463-3fd68162d0cd

Porter, Alison (2015) Assessment for learning in primary FL classrooms. Teaching English to Young Learners: Assessment and Learning, Serbia. 05 Jun 2015.

Record type: Conference or Workshop Item (Paper)

Abstract

Foreign language (FL) learning for younger learners, in instructional settings, is an international phenomenon and classroom-based assessment is often implied in primary curricula which conform to an objectives model of learning, privileging precise skill measurement and, in some contexts, formal reporting of outcomes (Shepard, 2000).
However, classroom-based, formative assessment of FLs in younger learner contexts is problematic. A dearth of empirical evidence relating to early, limited input FL settings means that FL policy (and therefore attainment objectives) are formulated with “limited knowledge and understanding of teaching practices in the field of young learners” (Copland & Garton, 2014; Garton, Copland & Burns, 2011: 1). This is evident, for example, in England where the National Curriculum (2014) recommends targets grounded in a four skills model (speaking, listening, reading and writing) which are not informed by any evidence concerning whether these might be achievable in the time available.

This paper will discuss how teachers, practising in primary school FL classrooms, might develop practical and practicable formative assessment tools. Whilst this study concerned the teaching and learning of French in English primary schools (learners aged 9-11 years; n=45), it nevertheless provides some evidence of short-term linguistic outcomes and classroom-based assessment in early language learning settings. Findings have the potential to contribute to the exploration of delivering classroom-based, formative language assessment in a range of FL primary school settings.

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More information

Published date: 5 June 2015
Venue - Dates: Teaching English to Young Learners: Assessment and Learning, Serbia, 2015-06-05 - 2015-06-05
Organisations: Modern Languages

Identifiers

Local EPrints ID: 381620
URI: http://eprints.soton.ac.uk/id/eprint/381620
PURE UUID: 5cd025b5-a7f1-4183-b7d9-0f2d511ae2b1
ORCID for Alison Porter: ORCID iD orcid.org/0000-0002-8462-1909

Catalogue record

Date deposited: 08 Oct 2015 11:29
Last modified: 06 Jun 2018 12:30

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