Assessing young language learners

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Transcript of Assessing young language learners

  • 1. Assessing Young Learners By: Penny McCay Silvia Andrea Tarazona Natalia Forero Gonzlez

2. Young Learner: students attending to the first seven years of formal schooling. (aged 5-13). Bilingual Learners: Students who are proficient in two languages. Some Key Concepts Picture retrieved from 3. High stakes Low stakes External assessment Stakeholders Diagnostic assessment On-the-run assessment Key concepts Image retrived from: 4. Foreign Language Learning: Learning a language that is rarely heard outside the classroom. Second Language Learning: Learning a language to communicate in a country where the majority of people speak it since birth. Image retrieved from: 5. age Appropiatness of curriculum Language proficiency of teacher Teacher s teaching skills Exposure to the target language Expected Learning outcomes Image retrieved from: 6. 7. Young learners in the upper school years are moving to Piaget s formal operational stage. Picture retrieved from 8. The attention span of young learners . YL are developing abilities to think in new ways. Cognitive Growth Image retrieved from: 9. Cognitive Growth 5 to 7 years old 8 to 10 years old 11 to 13 years old Students learn by direct experiences. Students are trying to manipulate ideas, but direct experience is still very important. It is possible to use the L2 to talk about recent events, plans for the future and career aspirations 10. It is important to take into account the stage of delevolpment for appropiate assessment. Assessment should take place in a quiet setting. Assessing through team games . Assessing Young Learners During Cognitive Growth Photo retrieved from: 11. Socioeconomic and cultural background influence childrens individual experience of the world. They start developing a possitive or negative concept of self. Emotional and Social Growth Retrieved from: 12. Children start developing independence. School years: deal with hostility,dominance and friendship. Interact with peers to lead and to be lead. to hide anxiety Picture retrieved from: 13. In this stage students need: love, security, and recognition to function in groups. Build students social skills. Emotional and Social Growth Retrieved from: 14. Take into account students likes and interests. Peer influence may affect the reaction to certain tasks. Assessment should involve cultural-based topics and tasks. Environment should be psychologically safe. Tasks can involve movement and play. Instructions and reviews should be clear. Feedback needs to be immediate and friendly. Assessment During Emotional and Social Growth 15. Physical Growth Picture retrieved from: www.ppfchildren. 16. Development of motor skills: 1. Gross-motor skills: run, climb, balance. 2. Fine-motor skills: write, cut, draw. Implies hand-eye coordination. Retrieved from: 17. Physical activity to accompain language-related response. Assessing Young Learners During Physical Growth 5 to 7 years old 9 to 13 years old Assessment tasks should involve playing since they incorporate fantasy, reality and fun. They get tired more easily sitting than moving. Physical growth needs to take into account assessment tasks in terms of tiredeness and hand-eye coordination Involve safe and physical activities to assess. 18. Literacy Skills Image retrieved from: Writing is helped through drawings in the first years. Children are developing understanding about how reading and writing work. image retrieved from: 19. Literacy Skills 5 to 7 years old 8 to 10 years old 11 to 13 years old Children have started to write, with well developed oral skills in L1. Stdents start to organize ideas to write. Students can read and write about fiction and non- fiction and start to develop critical thinking. 20. 5 to 7 years old 8 to 10 years old 11 to 13 years old Students understand that the print tells the story. Learners begin to self- correct errors. Students increase their silent reading rate. Students develop basic vocabulary and can read slowly. They are understanding how literacy works. Students still combine drawings with words. Students start reading and writing for specific purposes. Learners understand that people can interpret in different ways the same material. Students can read for pleasure. Literacy skills 21. Text that students can read and really understand. Set clear expectation for the writing tasks. Tasks should help them to feel good and to encourage creativity. Assessing Young Learners Literacy Skills Picture retrieved from: 22. Students self- esteem is strongly affected by experiences at school. Vulnerability Retrieved from: www. 23. Assessment should give student a sense of progression. Friendly feedback to avoid loss of motivation. Picture retrieved from: Photo retrieved from: 24. Not every child develops the same way, and all dimensions do not develop at the same time. Rate of development Image retrieved from: 25. Beliefs and Practices of Elementary Education Image retrieved from: 26. Gardner, 1993. Established 8 different types of intelligences. Multiple Intelligences Image retrieved from:www.etc. 27. In constructivist education, childrens learning skills are promoted; children are encouraged to become active learners through a two-way communication of ideas with other people, with other peers and with teachers. Constructivist Education Retrieved from: 28. skills or procedures are thoroughtly learned. Range of examples with a common structure. The new tasks appears similar to the old ones. Scaffolding Support Image retrieved from: 29. The Power of Assessment on Young Learners lives. 30. Provide meaningful and appropriate information about a childs language use ability, and avoid bias against any child because of that childs characteristics . Fair Assessment Image retrieved from: 31. Gives educators feedback in the teaching learning process. Provides information to administrators. Provides information to parents about their children. Gives students knowledge on their own progress. Effective Assessment 32. It sets power relationships that become established and habitual (Foucault, 1979). . Assessment is not effective when. 33. 34. Pedadogic Purposes Administrative Purposes Aim to promote learning, takes into account students needs. Furnishing information about students and schools performances for managment and account goals. It is believed that administrative purposes prevail over pedagogical standards . Assessment is related to standards : Content Standards Performance Standards 35. BIAS FOR BEST Possitve feedback to motivate them to succeed. Appropiate tasks and instructions 36. 37. Language use ability, the ability to use language communicatively 38. understand new language. respond appropriately to directives. create their own utterances. use language appropriately in non-rehearsed interactions. 39. understand extended teacher input and interaction interact with peers, teachers and others read and write in the language employ language learning strategies 40. Learning how to mean 41. The role of speaking and silence http://umsenglishdepartment. Interpersonal relationships http://www.johngoodpast Rules of politeness Non-verbal behavior 42. Language is the most salient way we have of establishing and advertising our social identities The nature of the classroom determines how well children develop their new identities in the second language 43. The discourse of the classroom can be said to be made up of the social interaction amongst participants. Learning the specific discourses of curriculum content areas such as science, social studies, physical education and mathematics. 44. Include, at least, the following four features: a focus on meaning, interesting and engaging input and interacting, selected opportunities to focus on form, and a safe and supportive learning environment. 45. Children do not simply absorb the language around them. 46. use L1 in order to double-check words or expressions not available in L2. appeal for assistance. build patterns Printes (1999) Children in a foreign language situation: The Silent period 47. Effective language assessment builds up childrens abilities to use language in the full meaning of the term. Assessment and feedback need to evoke positive emotions in children about language learning, about themselves and about others 48. Conclusions It is important to take into account students cognitve, social, emotional and physical growth in order to design appropiate tasks for assessment. Assessment can have a possitive or a negative impact on students lives, reason why assessment must be valid and fair. L1 should be considered as a tool of reference for young students in their process of learning a L2. Language learning is a social process rather than an individual process. Feedback is important to improve the learning process , to encourage and motivate students in their learning process. Assessment not only affect learners, it also affects stakeholders in diferent ways. 49. ACTIVITY 1. Disscuss in groups wheter the tasks suggested are apprpiate or inapproapiate for young learners taking into account: Age Cognitive development Social and emotional development Physical development Literacy development