Level 3 Assessment of Young Language Learners

Around the world, pupils are being introduced to second, or foreign, languages sooner than ever
before. The need to measure pupil achievement is by no means new. However, assessing language
learners between the ages of five and twelve requires teachers to be aware of special considerations
such as pupils social, emotional and cognitive development; cultural background; and familiarity
with different types of texts. Effective assessment also takes into account the school and classroom
setting, class materials and activities and the expectations of both teachers and pupils.
Assessing young learners in their first language is a challenge in itself. Pupils performance can
be affected by internal and external factors, many beyond their control. Throughout their school
careers, pupils undergo a wide range of assessments, including formal and informal appraisals, as
well as formative and summative evaluations. Many pupils are also required to complete external
standardised tests. In addition to considering the factors common to all types of assessments,
language learners must understand, think and display their knowledge in another language. This
additional challenge makes it doubly important to create assessments that reflect how and what
pupils learned in their English class.
In Big English, pupils learn language structure and vocabulary in high-interest, thematic contexts
using the four communication skills: listening, speaking, reading and writing. The ratio of these
elements varies according to the level, age and cognitive abilities of the learners. For the newest
and/or youngest learners, a heavier emphasis is placed on listening and speaking; reading and
writing tasks are gradually introduced as they become appropriate to pupils age and development.
For older, more advanced learners, reading and writing instruction plays a more prominent role.
Nonetheless, speaking and listening are practised throughout the course, as pupils need to develop
strong oral communication skills in order to achieve fluency. InBigEnglish, pupils engage in a
variety of contextualised activities, each of which focuses onaparticular learning objective. These
objectives are fully supported by the Big English Assessment pack.
Traditionally, assessment has been mainly associated with standardised paper-and-pencil tests
using formats such as multiple choice, true/false, gap fill and matching. In language assessment
especially, these formats have long been popular and tend to be used to assess discrete vocabulary
and grammar items. However, assessment today is seen as far more than the recorded results of
paper-and-pencil tests. Fair and accurate assessment in a language classroom reflects not only
what pupils can recognise and produce in a test but also what they can perform or do as they
actually use the language in real or realistic contexts. To evaluate learners progress fairly and fully,
both of these aspects must be part of an effective approach to assessment.

Combining Formative and Summative Assessment

A balanced assessment programme includes both formative and summative assessment.
Considering the role that each of these types of assessment plays in the classroom can help
teachers ensure that they are using tools that will accurately measure all aspects of pupil
achievement.
Formative Assessment Formative assessment takes place during the instructional process
while pupils are forming their understanding of new concepts. When applying formative
assessment strategies, both educators and learners gather evidence and information that is used
for the purpose of improving learning. These strategies can provide answers to educators to the
following questions:
Who is or is not understanding the lesson?
What are the pupils strengths and needs?
What misconceptions do I need to clarify?
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Level 3 Assessment of Young Language Learners

What type of feedback should I give?

What adjustments should I make to instruction?
How should pupils be grouped?
What differentiation do I need to prepare?
Formative assessment should include a variety of activities, including classroom discussions,
peer or group work and homework, as well as traditional tests and quizzes. The important thing
to remember about formative assessment is that the method of assessment is not what makes it
useful but the way in which the results are used. Formative assessment is most successful when
results are analysed to determine the current state of pupil understanding. Results are folded into
the classroom experience as teachers take specific actions to improve any deficiencies or correct
misunderstandings.
It is obvious that pupils who take an active role in their own learning have a greater chance for
success. Involving pupils in the assessment process will improve pupil achievement and motivation
(Sadler 1989). The educator can serve as coach or facilitator in this process. Pupils need to
understand learning and performance objectives, identify their current level of comprehension,
develop strategies to reach the learning objectives and address any deficiencies.
Summative Assessment Summative assessment gives feedback about what pupils know
and do not know at a particular point in time. These assessments provide evidence of pupil
achievement for the purpose of judging pupil competence or course effectiveness. Summative
assessments usually rank understanding by assigning a letter or number grade. The data gained
from summative assessments are generally used to determine how many pupils are and are not
meeting pre-set standards for a course.
Summative assessment is an essential tool for gauging pupil achievement and verifying instruction
but it cannot stand alone. Because it generally occurs after the learning process, it does not help
teachers make instructional adjustments that will improve pupil progress.

Assessment for Learning: From Theory to Practice

Education researchers have increasingly focused attention on developing a new model for
pupil assessment that places a much greater emphasis on formative assessment than traditional
programmes. These strategies have been shown to be particularly effective in assessing language
acquisition which requires high levels of active participation, motivation and self-reflection.
BigEnglish has been developed to allow teachers and pupils multiple opportunities to integrate
assessment for learning into every lesson.
Notes in the Big English Teachers Book for each level clearly signpost stages in the AFL (assessment
for learning) process. Assessment opportunities become a natural and integral part of the learning
process, leading directly to changes in teaching strategies to ensure pupils acquire target skills.
A balanced approach to assessment includes frequent informal prompts, games and other
activities that allow pupils to understand where they are and identify gaps in their understanding.
When informal assessments are integrated into the classroom, pupils take an active role in their
own education and seek out the help they need to meet their goals.
One aspect of assessment that is frequently overlooked by traditional approaches is positive
reinforcement. All pupils need to be encouraged by identifying skills they have successfully
acquired. Focusing attention only on mistakes or unlearnt material creates disengaged,
dispiritedpupils. Always be sure to praise pupils for skills they have successfully acquired before

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Level 3 Assessment of Young Language Learners

identifying those which need work. Beginning learners are especially responsive to positive
feedback.
Five Classroom Assessment Competencies Effective classroom assessments can be
measured according to how well they meet five essential elements.
Clear Purpose Pupils should understand the purpose of every assessment before they
complete the task. Where traditional assessments were sometimes assigned without
explanation, a strong AFL programme engages learners by explaining why they are
completing each activity, whether it is a game designed to give experience with a new skill
or a written test designed to find out how much language pupils can recall and use.
Clear Targets The target of each activity should be clearly defined. Focusing on a specific,
single objective greatly helps pupils pursue and achieve learning goals. These targets
should never be hidden from pupils explaining the steps in the learning process helps to
reduce anxiety and take the mystery out of education.
Sound Design Assessment activities should be designed to help pupils stay on-target and
involved. Motivation is greatly improved by offering assessments that are not restricted
to traditional paper-and-pencil methods. Games, role playing, playful competitions and
technology can be effective tools for formative assessment.
Effective Communication Like all teaching, successful assessment requires clear and
effective communication. Pupils who do not understand or are not understood cannot be
accurately assessed. Directions for assessment activities should be clearly stated and pupils
should be monitored to be sure they have understood directions accurately.
Pupil Involvement Both formative and summative assessments benefit pupils who are
actively involved in their own learning. When pupils are actively involved, they will take
pride in their accomplishments. Descriptive feedback providing specific comments,
rather than letter or number grades greatly improves pupils motivation to learn. Even
summative tests, such as Unit Tests, can be accompanied by descriptive feedback that
helps pupils understand the reasons for the test as well as the results.

Teaching Pupils to Self- and Peer-Assess

Involving pupils in the assessment process helps create active learners who are motivated and
engaged. The classroom becomes a learning community in which all members are working
together toward a shared goal. Assessment for learning asks pupils to assess their progress
frequently, both individually and in groups.
Self-assessment involves pupils in evaluating their own performance and progress. Self-
assessment activities should be planned according to pupils age, development level and
cognitive abilities. Very young children can colour or draw a happy face, neutral face or
sad face to indicate their feelings about their work; older pupils can circle words or write
descriptive sentences on a chart.
Peer-assessment offers pupils a collaborative opportunity to share and evaluate their
progress with classmates. In peer assessments, pupils are trained to give constructive
feedback on other pupils class work, homework assignments or quizzes. Generally, pupils
first give a positive comment or two, followed by questions about something they found
confusing or incorrect. Partners or groups can then work together to find solutions.
Provide pupils with models of both strong and weak work to help prepare them to evaluate
the work of others.

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Level 3 Assessment of Young Language Learners

Assessment for Learning Strategies in Big English

Assessment for learning strategies engage pupils in answering three fundamental questions:
Where do I want to go? What do I want to learn?
Where am I now? What do I know now?
How can I close the gap?
This chart identifies seven strategies that can help pupils answer these questions and describes
how they are supported in Big English.

AFL Strategies Where They Appear in Big English

Provide a clear vision of learning target. Share
learning goals with pupils before they begin a
lesson or activity.
Each lesson focuses on a specific target.
All vocabulary and language structures for a lesson
are relevant to that target.
Target skills are presented and practised in context.
Teachers Books highlight ways to explain lesson
targets to pupils.

Use examples and models of strong/weak work. Activities provide models of strong work.
Pupils benefit greatly from analysing examples Teachers Books offer suggestions for ways to
of both strong and weak work. Modelling strong incorporate weak models into the classroom.
work helps pupils understand goals; showing
weak work helps pupils understand that making
mistakes is not bad.

Provide regular descriptive feedback.
Grades are not effective feedback. Pupils need
descriptive feedback that clearly identifies
strengths and weaknesses.
Focused activities allow opportunities for descriptive
feedback on strengths and weaknesses.
Teachers Books provide additional suggestions for
ways to incorporate descriptive feedback in each
activity.

Teach pupils to self-assess and set goals. Self- Checkpoints provide pupils with a multi-part,
assessment is an essential part of learning that enjoyable activity designed to help them evaluate
involves pupils in their own education. their progress.

Design lessons to focus on one learning target. Pupils Book lessons focus on specific target goals.
Once a weakness has been identified, pupils need New grammar is introduced in context of a learning
a variety of activities that help them close the gap objective, not for its own sake.
between what they know and their learning goals. Vocabulary relates to the Unit Theme, helping pupils
complete contextualised activities.

Teach pupils focused revision. Allow pupils time
to practise specific weaknesses. Narrowing the
focus of an activity is especially useful for pupils
who are struggling.
Checkpoints allow pupils to identify places where
they need remediation and concentrate on those
areas.
Pair and group work provides opportunities for
pupils to support each other as they develop skills.

Engage pupils in self-reflection. Taking the Think Big Activities promote self-reflection.
mystery out of learning helps create active, Checkpoints encourage pupils to assess their own
empowered pupils. Self-reflection allows pupils to progress.
feel in control and motivated.

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Level 3 Assessment of Young Language Learners

Big English Assessment Tools

Big English assessment combines both written and performance-based activities. The programme
balances these assessments throughout each learning year and within individual units.
Written Assessments Five types of written assessments are included in Big English. Each of
these tools helps to provide an accurate evaluation of pupil understanding and achievement.
Placement Tests Diagnostic Placement Tests are designed to help place pupils into a
specific level of study that is neither too easy nor too difficult. Big English provides seven
Placement Tests (for Levels Starter to 6) that evaluate pupils current language facility in
English. Be sure to administer Placement Tests in a relaxed and supportive atmosphere,
emphasising that the results will help match pupils with a level that is both fun and
challenging.
Practice Tests Each level includes nine Practice Tests which provide pupils with
opportunities for review of learned content and rehearsal of test-taking strategies. To
use these tests as formative assessments, consider giving pupils feedback on strengths
and weaknesses, rather than letter or number scores. Encourage pupils to ask questions
and find information about concepts they do not fully understand and adapt teaching
strategies to help pupils meet their learning goals. In this way, Practice Tests become part
of the instructional process as well as preparation for Unit Tests. (Practice Tests can also be
used as make-up tests for pupils absent on test days.)
Unit TestsLevels 16 also include nine Unit Tests which correspond to the content
material in each of the units and reflect their teaching objectives. These summative tests
provide a useful snapshot of pupil achievement at the end of a unit. They are meant to be
graded and included as part of each pupils overall assessment.

A suggested grading method is to assign

one mark to each item and, depending on
length, 24 marks to the writing task.

Review Tests Each Review Test assesses pupil understanding and retention of concepts
taught in the previous three units (Units 13, Units 46 or Units 79). These tests help
pupils remember and integrate material learned over time and assist teachers in decisions
regarding which elements of a course need additional review and practice. Like Unit Tests,
these paper-and-pencil tests are also meant to be graded and included in each pupils
overall assessment.

For grading, follow the suggested method

outlined for the Unit Tests above.

Final Exam The Final Exam for each level assesses pupil comprehension of the levels key
learning objectives.

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Level 3 Assessment of Young Language Learners

Performance Assessments The concept of performance assessment (sometimes called

alternative assessment or informal assessment) has received a lot of attention in recent educational
research. Teachers have come to realise that reliance on written tests only, whether they are
classroom-based or standardised, does not provide a complete picture of an individual pupils
capabilities and achievements. There are several reasons for this. Some pupils, because of their
sensory learning styles or specific multiple intelligences, may not do well on written tests even
though they know the material. High levels of anxiety or a limited awareness of test-taking
strategies can also limit the effectiveness of written assessments. Written tests have another
important limitation: they generally do not elicit productive, directly observable skills reflected in
authentic or simulated real-world tasks. Since these skills are essential for language acquisition,
BigEnglish emphasises pupil performance and provides both teachers and pupils with many ways
to assess it.
Projects Each level of Big English includes nine unit projects that may be used for
performance assessment, while also enhancing the values curriculum. Projects require
pupils to apply unit vocabulary and/or grammar in a new context. Many projects
culminate in a sharing of ideas or final products with classmates. As pupils work on and
present their projects, the teacher can take short notes or fill out a chart to create specific
assessments.
Review Pages The last two pages in each unit are review pages. Each review page contains
activities suitable for performance assessment. Once again, pupils use target vocabulary
and grammar in order to carry out these tasks. Many of the activities utilise pair or group
work. For these activities, teachers can take short notes or fill out a chart to assess each
pair or groups performance. The activities that require individual work give teachers an
opportunity to evaluate each pupils strengths and weaknesses in achieving unit goals.
Checkpoints Each level includes three Checkpoints, each of which offers pupils
an opportunity to self-assess their comfort with skills learned in the previous three
units. After completing a self-assessment checklist, pupils prepare for and complete
a consolidation activity that requires them to make use of skills from the list in an
authentic context. Pupils then write learning reflections in a journal and return to the
self-assessment checklist. Checkpoints help actively involve pupils in their own education,
giving them a sense of accomplishment and encouraging them to identify concepts and
skills that need improvement.
Oral Assessment Prompts Oral prompts suggested by the Big English teacher materials
can be easily combined with your own strategies to determine the full extent of a pupils
understanding. To implement an oral assessment, a teacher will typically sit one-to-one
with a pupil and use the prompts to evaluate listening and speaking abilities. The teacher
can take short notes or fill out a chart (see pages 2 and 3 of Oral Assessment) to record
results.
Performance Portfolios A portfolio of pupil work can be a valuable performance
assessment tool. A performance portfolio includes examples of pupil writing and
classwork, as well as other elements selected to reflect a wider range of pupil achievement.
For example, a pupil may include drawings, greeting cards, photos of projects, audio
recordings of text materials and pronunciation work and videos of role playing or oral
presentation. A performance portfolio may also include examples of pupil note-taking,
outlines or completed graphic organisers of reading selections, quizzes and tests and
examples of peer- and self-evaluation. A good performance portfolio, together with
written tests, provides a thorough basis for fair assessment of a pupils progress over time.

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Managing Expectations
Assessment for learning creates a collaborative environment in which teachers and pupils work
together as part of a learning community. Both partners need to be aware of their expectations and
understand when they are reasonable and when they need to be adjusted.
Teacher Expectations Teachers expectations play a crucial role in preparing pupils for
assessments. Teachers should have high, but reasonable, expectations for pupil performance.
Pupils who sense a teacher doesnt have high expectations for them or confidence in their ability
to learn often lose interest and motivation. There is no long-term sense of satisfaction in dealing
with tasks that are not challenging. In contrast, pupils who believe a teachers expectations are
too demanding and unrealistic soon begin to give up the struggle. Testing becomes a scary and
anxiety-filled experience that reduces confidence and motivation. In setting and communicating
expectations for pupils, it is important to consider the age of the learners, their level of cognitive
development and the number of contact hours they have each week. Young learners should never
be expected to perform at a higher level in English than they would in their native language.
Pupil Expectations When pupils are actively involved in their own learning, they will
also have expectations that can affect their assessment experiences. Pupils can expect a testing
atmosphere that is quiet and supportive. They should not be afraid to ask for clarification if they
do not understand instructions. Finally, they can expect prompt feedback so that they can evaluate
their progress, take pride in achievements and identify areas that need further attention.

Successful Formal Assessments

It is important to prepare pupils for any formal assessment. The added transparency of a
classroom that follows assessment for learning strategies means that pupils understand why they
are being tested and what those results will (and will not) say about their progress.
Test Review and Warm-Up An important factor in preparation for summative assessment is
pre-test review and test-day warm-up. The day before a test, lead pupils in a review of unit content
presented as a game or team contest that will provide practice for the coming test without causing
anxiety. The day of the test, take time to lead pupils in a warm-up activity that will allow them
to switch from thinking in their native language to thinking in English. Having pupils perform a
favourite song or chant from the unit can help them to relax.
Test Information The amount of information pupils have about a test beforehand can also
affect their success. Pupils should be told the content and skills the test will cover, how long
the test will be and how the test will be scored. For very young pupils, it is helpful to provide
examples of the test item formats beforehand, such as drawing a circle around a word choice,
matching, true/false and choosing a word from a list to fill in a gap. Pupils should never be tested
using formats they have not worked with before, nor should they have to read test instructions in
language they have not seen. Keep formats and instructions simple and similar to those found in
the Pupils Book.
Test-Taking Strategies Pupils should be familiar with test-taking strategies that will help
them feel confident during formal assessments. Remind pupils to review their Pupils Books,
Activity Books, corrected homework assignments and previous tests. In addition, point out the
need to get enough sleep the night before and eat a good breakfast on the day of the test. A few
days before a test, share the ideas on page 1 and 2 of Test Taking Strategies with pupils to help
them prepare.

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Test Feedback Testing that supports pupil learning will provide pupils with complete and
useful information about their performance. The most common form of feedback is a test grade
given by the teacher, usually expressed as a letter, number or percentage. (See pages 3 and 4 of
Test-Taking Strategies for a quick way to obtain a number percentage for any test.) This limited,
statistical feedback does not provide pupils with specific information, nor does it provide
motivation for further study. Descriptive feedback in the form of specific comments about pupils
strengths and weaknesses helps pupils understand why they received a certain grade, why their
errors were incorrect and how to correct them in the future. A general comment, such as Well
done, is momentarily satisfying but not truly informative. Pupils need to know exactly what they
did well and why, as well as what they did not achieve. Identify specific skills that pupils have been
working to achieve throughout the unit and provide encouragement. For example: See me to talk
about words we use to talk about places. For more detailed assessment, teachers may use skill-
specific rubrics, such as those on pages 4 and 5 of Oral Assessment. Rubrics are charts that describe
the criteria used for scoring and may be holistic (providing only one overall score) or analytical
(providing scores based on criteria for different categories and areas).
Teacher-Created Tests and Quizzes No one knows a class of pupils better than the
teacher of that class. Each classroom has its own unique abilities and needs. For these reasons,
most teachers create their own tests and short quizzes from time to time in order to cover
information or materials they have incorporated into their classes. Before creating a classroom-
based test, consider the following:
Type and purpose of the test
Selection of test tasks and formats
Length of the test
Clarity of test instructions
Type of feedback pupils will receive: grades, descriptive feedback or both
These considerations help teachers create tests that are valid, reliable and fair. A valid test
measures what it sets out to measure with a particular group of pupils; a reliable test produces
results that are consistent with other assessments; a fair test is one that takes into consideration
pupil familiarity with item formats, clarity of instructions and pacing.

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