By Penny McKay
During this booklet the writer builds a complete framework for the evaluation of younger language inexperienced persons in either overseas language and moment language studying occasions. She starts off via contemplating why we want a distinct ebook on younger learner review, and describes the character of younger learner language studying. The overview method is task-based and is focused round projects and methods appropriate for younger newcomers, with specific emphasis on school room evaluation. Oral language evaluation, and interpreting and writing overview are addressed in separate chapters, as is the large-scale checking out of younger newcomers. Underpinned by way of sound conception, the publication is stuffed with sensible guidance, and attracts on examples of evaluate contexts, concerns and practices from worldwide. Assessing younger Language inexperienced persons was once winner of the Kenneth W Mildenberger Prize in 2006.
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Extra resources for Assessing Young Language Learners (Cambridge Language Assessment)
A child’s acceptance into the next level of schooling may rest on their summative results. Therefore the stakes can be raised high in summative assessment and careful consideration is needed of the validity and reliability of the assessment procedures used to come to decisions. Assessment for placement purposes When children enter a new school or classroom, assessment procedures are used for placement, that is, to place them in the most appropriate class or group. Assessment for placement of young learners may involve an interview, a short reading session and a writing task.
Assessment is able to establish power relationships (between teachers and students; between administrators and principals) that become established and habitual (Foucault, 1979). Assessment is able to establish and maintain social position, if it is designed in such a way that it favours the privileged in society, perpetuating the status quo. For example, the failure caused by a child’s lower socioeconomic status (involving probably a lack of knowledge of school language and culture) is perpetuated through tests that do not take account of diverse backgrounds.
There are sometimes tensions between pedagogic purposes for assessment, aimed primarily at promoting learning and administrative purposes for assessment, aimed primarily at furnishing information about the performance of children and schools to Education Department administrators and others, who use this information for management and accountability purposes. These two purposes overlap to some degree; however, it has been found that administrative purposes often tend to prevail over pedagogic purposes since highstakes accountability and resource-allocation decisions inevitably impact strongly on children’s and teachers’ futures.
Assessing Young Language Learners (Cambridge Language Assessment) by Penny McKay