Abstract Summary
This talk focuses on the assessment of productive skills among primary school learners of English as a foreign language. We discuss the task types that can be used to elicit performance in speaking and writing among children and the assessment scale development for Cambridge English Qualifications for young learners.
Abstract :
Oracy and literacy are important aspects of language curricula around the world; they are often included to encourage active use of language in meaningful and purposeful interaction. This talk focuses on how assessments of writing and speaking can be designed to support this aim in primary school learners of English. By clearly defining oracy and literacy, focused assessment scales can be developed to target aspects of these skills. The assessment scales then inform a learning progression framework, which further helps stakeholders to set realistic, achievable targets for learners.
In this talk, we discuss task types that can be used to elicit performance in speaking and writing among children. We describe the development of assessment scales used in large-scale international exams (the revised Cambridge English Qualifications Pre A1 Starters, A1 Movers and A2 Flyers) to ensure reliable and valid assessment of productive skills (Papp and Rixon 2018, Papp 2018). We present samples of young learners’ production in speech and writing, to exemplify how exam results can support learning and teaching.
Throughout our talk, we emphasize the role of feedback in task design and assessment in the classroom. In order to be an effective part of the learning cycle, assessment needs to offer useful feedback which highlights what children can already do, where areas of improvement are, and what next steps are needed to help children progress.
Papp, S., Rixon, S. with Field, J. (2018) Examining Young Language Learners: Research and practice in assessing the English of school-age learners. Cambridge University Press.
Papp, S. (2018) Assessment of young English language learners. In Garton, S. & Copland, F., (Eds.) The Routledge Handbook of Teaching English to Young Learners, Routledge.
