The document discusses challenges with traditional assessment methods for young language learners and provides alternatives. Traditional tests may not be suitable as children have short attention spans, cannot always read/write, and risk demotivation from poor results. Instead, the document recommends assessing through observation, self-assessment, portfolios, and project work to integrate evaluation into classroom activities in motivating ways without standardized testing. Key factors in assessment design include students' age and developmental level as well as focusing on oral skills, vocabulary, and language use.

1. Unit 6
Assessing
young
language
learners
1
Miss Erika Ramirez - 2019

2. 2
“Assessment of the learning process is…
an integral part of teaching and learning.
In the case of children, however, traditional
assessment methods
can be problematic.”
- Pinter 2006 (p.131)
Miss Erika Ramirez - 2019

3. What are the problems?
 The types of activities worked with children (storytelling, games,
song, etc) are not easy to assess objectively.
 Sometimes children cannot read or write.
 Bad results may demotivate students.
 Children are not used to sit quiet and still for too long.
 Not enough time.
Miss Erika Ramirez - 2019
3

4. “Assessment
has the power
to change
people’s lives”
- (Shohamy, 2001)
Miss Erika Ramirez - 2019
4

5. Adapted from McKay (2006)
Children are more vulnerable to criticism or failure
than older learners.
We need to take into account the age-related and
individual features of growth in the assessment of
young learners
Miss Erika Ramirez - 2019
5

6. Miss Erika Ramirez - 2019
6
 There is a risk that the types of tasks and tests may not
be the best in terms of motivating and stimulating
young learners.
 They might be cognitively beyond young learners.
 These tasks could be boring for young learners and
may affect their enjoyment of learning English.

7. Key factors when designing assessment
for young learners
 Age: children’s motor, linguistics, social and conceptual development.
 Content of language learning: a focus on oral skills, vocabulary
development and language use at discourse level
 Methods of teaching: interactive use of games, songs, stories etc.
 Learning theories: ZPD, learning through social interaction etc.
(adapted from Cameron, 2001)
Miss Erika Ramirez - 2019
7

8. Things to consider when designing assessment
instruments for young learners
Miss Erika Ramirez - 2019
8
Testing what we
teach
Making tests
relevant and
motivating
Reducing test
anxiety
Task-based testing Time constraints

9. Don’t forget!
 Assessment is not the
same as testing.
 Tests are only ONE way to
assess knowledge.
Miss Erika Ramirez - 2019
9

10. How can we assess
young learners without
giving them a test?
How can we integrate
assessment into
classroom activity?
Miss Erika Ramirez - 2019
10

11. Other ways to assess: Observation
 Observation is non-intrusive and very flexible.
 Teachers can assess children in a variety of situations e.g. working
alone, groups or pairs.
 Observation checklists can be created or found in coursebooks.
(Pinter, 2006)
Miss Erika Ramirez - 2019
11

12. Other ways to assess: Self-assessment
 Children can be encouraged to assess themselves as part of a
learner-centered approach.
 Trust in your students, even if they are little, with proper
instructions, they are able to self-assess
Miss Erika Ramirez - 2019
12

13. Other ways to assess: Portfolio
 A portfolio is a collection of a student’s work.
 They can be a physical folder or it can be digital.
 Learners can find creating a portfolio motivating.
 Portfolios can also help them to appreciate what they are good at.
Miss Erika Ramirez - 2019
13

14. Other ways to assess: Project work
 Project work can combine all four language skills. It can be motivating for
weaker students because of the opportunity to learn from classmates.
 At the same time it can motivate stronger learners as they have a chance to
display knowledge and skills.
 Project work can be suitable for mixed-ability classes. It can provide an
opportunity for children to display non-linguistic strengths.
Miss Erika Ramirez - 2019
14