na

2. Because we want to see :
 What they have achieved or how they are (Summative
assessment)
 How well they are doing, in order to help them do
better (Formative assessment)
 “sudden death”
 A lot of young learner assessment is based on
Continuous assessment

3.  Make a list of their strengths and tell what they can do
to improve and build on those strengths.
 Make a Learner Profile for each student
 Divide the class up into groups

4. We can encourage older children to assess themselves…
 At the end of sequence of lesson, we can ask them to say
yes or no statements. Example : I can give my opinion
about things with the expression ‘I think that…’ or ‘I can
use more than two adjectives to describe objects and
people’.
 At the end of a sequence of lessons, students can do
tasks similar to the ones they have been doing

5.  In listening test for young learners who don’t yet write
well : point to the objects which we name or describe
 In speaking tests for older children : find the
differences between two similar pictures
 In reading and writing tests for younger children who
have just to started read : put ticks and crosses (or yes
or no), unscramble letters
 In reading and writing test for older children : fill in
tasks by choosing words which have accompanying
illustration

6. 
Assessment
Testing
Evaluation

7.  Formative & Summative assessment
 Diagnostic test and achievement test
 Criterion referenced and norm referenced assessment
 Validity
 Reliability
 Fairness

8.  Non – verbal response
 Oral interview
 Role – play
 Written narratives
 Presentations
 Student – teacher conference
 Self – assessment
 Learning logs
 Dialogue Journal
 Peer and group assessment
 Student portfolio

9.  Correctives feedback
 Evaluation feedback
 Strategic feedback

10.  Negative
 Stress is placed on children by demands of assessment
 Individual children’s learning needs are downgraded in
the push o cover the syllabus or course book before the
next assessment
 Classroom activity is restricted to the test preparation
 Educational change is limited by the power of the
assessment machinery

11.  Positive
 Attention to neglected aspects of learning
 The effectiveness of policy, methodology, instruction,
and materials can be seen