The document discusses various assessment strategies for language skills development in young learners, emphasizing the need for professional development among English teachers. It highlights the importance of regular feedback, self-assessment, and tailored lessons to improve learning outcomes, while also examining the impact of technology such as cloud computing on education. The aim is to equip teachers with the necessary tools and knowledge to effectively assess and support their students' learning progress.

1. By/ Walaa A. Salem

2.  Be aware of different assessment strategies
 Select and implement appropriate strategies
to develop language skills
 Monitor learners’ progress and giving
feedback
 Use informal self- assessment
 Use the feedback from evaluation to set
learning priorities

3.  The English teachers are in a bad need for
professional development programs to help
them to follow the massive changes in
assessment field and fill the gap between
their generation and their students'.

4.  According to Stiggins(2007) and
Chappuis(2007): There are seven assessment
strategies to answer the three important
questions the teacher should answer.

5.  Where am I going?
 1-Provide students with a clear and
understandable vision of the learning target.
 2- Use examples and models of strong and
weak work.

6.  Where am I now?
 3- Offer regular descriptive feedback.
 4-Teach students to self-assess and set
goals.

7. How can we close the gap?
 5-Design lessons to focus on one learning
target or aspect of quality at a time.
 6- Teach students focused revision.
 7- Engage students in self-reflection, and let
them keep track of and share their learning.

8. From a tradition of hit-and-run face-to-face
training to a more sustainable, intrinsically
motivating Professional Learning
Communities (PLCs)

9. “Environment that fosters mutual cooperation,
emotional support, and personal growth that
teachers build as they work together to
achieve what they can not accomplish alone.”
Richard Dufour & Robert Eaker

10.  One-shot (hard to sustain) Unless it meets the 4
levels of Kirk Patrick’s model
 Irrelevant
 Detached from classroom realities
 Cost ineffectiveness

11.  sustainable (life-long learning)
 Highly relevant, based on actual needs
 School/classroom-based
 peer-mentored (critical friend model)
 Reflective in nature (we are good; but we can
be better) (awareness of areas of
development)
 Scaffolding (Constructivist-based)
 Focus on students’ learning

12.  How are young learners being assessed?

13. Teachers said they used:
Grammar and vocabulary tests
Single sentence exercises
Gap-filling
Vocabulary matching
Restricted dialogues to test speaking
Listening skills were not mentioned

14.  Assessment techniques

20.  A portfolio is a collection of a student’s work.
It can include a variety of work.
 A portfolio can be a physical folder or it can
be digital.
 A digital portfolio allows children to include a
wide range of materials.
 It is important for the children understand the
selection criteria

21.  Project work can combine all four language
skills. It can be motivating for weaker
students because of the opportunity to learn
from classmates.

22.  Technology and its products have recently
had an impact on education around the world
(Hussien,2016)

23.  Cloud computing as a new type of advanced
technology accelerates the innovation for the
education learning.

24.  Cloud computing as a new type of advanced
technology accelerates the innovation for the
education learning

25. The cloud computing in education will resolve
not only from an academic point of view, but
also particularly on a reduction of cost,
effective communication, security, privacy,
providing, flexibility and accessibility

26. Cruz(2011) states that cloud computing is a
collection of applications and technologies
which can be accessed and manipulated by a
large number of users in real time. Cloud
computing will enable a certain educational
institution to actually make use of the global
internet resources for data analysis and data
storage.

27.  access real time information from anywhere
in the world in a matter of seconds
 access applications for free.
 formally undergo education even without
going to the four-walled classrooms
 support education and research

29.  This cloud provides an overview of the issues
of assessing English as a foreign language for
young learners.
 In this cloud we will explore why assessing
young learners might be challenging and offer
some practical suggestions.

30.  This cloud is aimed at:
 Teachers of English as a foreign language to
young learners
 In-service teachers

31. By the end of this online course the participants will have developed:
 an awareness of the characteristics of assessing young learners
 an awareness of online assessment tools and platforms which
suggest best practice in assessing young learners
 Recognize the paradigm shift in professional development
 Identify the PLC’s and be parts of it
 an awareness of some suggestions to try in practice

32. In Egypt
Amount of money spent on traditional face-to-face
teacher training
But sometimes in vain
Virtual (on-line) training may be the right solution

37. Welcome to Fundamentals training. By reading,
watching videos, and doing activities, you'll learn
how to integrate assessment and teaching in your
classroom. You can start and stop lessons at any
time; we'll track your progress through the course.
At the end of this course, you'll be ready to take
the responsibility of your students’ progress.

38.  Hasselgreen, A. and Moe, E. (2006) ‘Young learners’ writing and
the CEFR: where practice tests theory’. Presentation at the 3rd
EALTA Conference, Krakow.
 McKay, P. (2006). Assessing young language learners. Cambridge:
Cambridge University Press
 Pinter, A. (2006). Teaching young language learners. Oxford:
Oxford University Press.
 Rea-Dickins, P. and Rixon, S. 1999: Assessment of young
learners’ English: reasons and means. In Rixon, S. , editor, Young
learners of English: some research perspectives. Harlow: Addison
Wesley Longman/The British Council , 89-101.
 Shohamy, E. (2001). Democratic assessment as an alternative.
Language Testing, 18(4), 373-391.
doi:10.1191/026553201682430094

39. Thank you

41.  We will also explore practical approaches to
assessment. Finally, we will look at example
of best practices.