Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Assessing young learners pre


Published on


Published in: Education
  • Be the first to comment

  • Be the first to like this

Assessing young learners pre

  1. 1. ASSESSING YOUNG LEARNERS By Sophie Ioannou-Georgiou & Pavlos Pavlou
  2. 2. Definitions EVALUATION Process of gathering information to meet its goal. ASSESSMENT General term which includes all methods to gather information (knowledge, ability, understanding, attitudes and motivation) TESTING One of the procedures that can be used to assess a child’s performance
  3. 3. Teaching and Assessment  Evidence of the children’s progress  Types of assessment tools, based on: – Communicative language learning – Task-based learning – appropriateness for children – Authenticity – Learner training – Learner autonomy – Critical reflection
  4. 4. Why assess young children? • To monitor and aid children’s progress • To provide children with evidence of their progress and enhance motivation • To monitor your performance and plan future work • To provide information for parents, colleagues, and school authorities
  5. 5. What do we assess?  SKILLS DEVELOPMENT –Listening –Speaking –Reading –Writing –Integrated skills  ATTITUDES  BEHAVIOURAL AND SOCIAL SKILLS
  6. 6. How do we assess children?  Handle positive atmosphere  Positive atitudes towards English and learning in general.  Methods proposed: – Structured assessment activities/tasks – Take-home assessment tasks – Portfolio assessment – Projects – Self-assessment – Peer-assessment – Traditional tests – Learner-developed assessment tasks – Observation – Conferencing
  7. 7. Is this assessment? Assessment methods vs. Teaching activities  Aims  Measurable results  Assessment criteria  Children’s predisposition towards the activity  Timing  Children’s participation  Record keeping/learner profiling
  8. 8. How to give feedback • Offering feedback is an integral part of the assessment process. • As soon as possible after the assessment task is carried out. • Different ways: • Individual; groups of children; or to the whole class. • Self-correction • Peer-feedback • Conferencing: face-to-face • Written feedback : short comments and following it up with a brief chat • Feedback: • helps children to discover their strengths and weaknesses • motivates them • helps them to persist in their learning
  9. 9. Language portfolios • What it a portfolio? It is a compilation of an individual child’s work, showing his/her language abilities, effort, and language development over time. It usually includes samples of written work, audio or video recordings, drawings, teacher’s notes, tests, peer and self-assessment forms, and reviews of books read.
  10. 10. Portfolios • Provide a way of individualizing the learning and assessment process. • Encourage children’s overall involvement in learning and assessment process. • Affects class metodology: child-centred, collaborative and develops children’s feelings of trust and respect for their teacher. • Not easy to start to use: children more autonomous: moving around the classroom; invitation parents to participate in their children’s learning.
  11. 11. Why portfolios? Porfolios as:  An opportunity to link instruction with assessment.  A record of individual development through continuous observation and information-gathering.  A global view of the individual child’s progress, including attitudes, learning strategies, interests and talents.  A body of work to discuss the children’s progress  A reason to arrange conferences with each child  A way of involving parents
  12. 12. Why portfolios? Porfolios provide the children with:  An opportunity to become responsable  An occasion to reflect on their performance  A chance to exercise some control over the assessment procedure  Tangible evidence of progress the children  Increased involvement in the learning process  Increased motivation and excitement for learning
  13. 13. Guidelines for using portfolios Keeping and accessing portfolios • Place to be accessed easily • Confidentiality Setting criteria for choosing work samples • Discuss the criteria • Final list Reviewing and updating the portfolio • Work included does not have to stay there permanently Portfolio revies/assessment Getting children and parents involved
  14. 14. Examples
  15. 15. Porfolio review
  16. 16. My favourite rhymes
  17. 17. Worksheet term report
  18. 18. Worksheet term report with emphasis on attitudes
  19. 19. Worksheet happy flower
  20. 20. Worksheet class observation
  21. 21. Class progress chart
  22. 22. Thank you very much