Integrating Assessment into Early Language Learning and Teaching
Edited by: Danijela Prošić-Santovac, Shelagh Rixon
The volume unites research and practice on integrating language learning, teaching and assessment at preschool and early school age. It includes chapters written by experts in the field who have studied some of the very youngest (pre-primary) children through to those up to the age of 12, in a variety of private and state contexts across Europe. The collection makes a much-needed contribution to the subject of appropriate assessment for children with the focus of many chapters being classroom-based assessment, particularly formative assessment, or the case for developing assessment skills in relation to even the youngest children. As a whole, the book provides useful case study insights for policymakers, teacher educators, researchers and postgraduate students with interest in or responsibility for how children are assessed in their language learning. It also provides practical ideas for practitioners who wish to implement greater integration of assessment and learning in their own contexts.
This volume contains examples of the rigour, discipline and sensitivity that must be applied in developing and reviewing age-appropriate assessment techniques and practices that fit with instructional purposes in early years language instruction. It is useful to convince educational authorities and school management of the importance of assessment literacy among teachers. It provides teachers with ideas for how to make assessment an organic part of instruction with the aim of keeping young learners engaged and challenged.
Szilvia Papp, Independent Consultant, UKThe chapters in this book widen the scope of discussions on age-appropriate language pedagogy. They offer insights into how formative assessment has been implemented with the help of innovative approaches and assessment tasks in many contexts, and how children's attitudes, motivation, anxiety, and aptitude interact in the process of learning and testing. The volume triangulates teachers' and young learners' perspectives. I recommend it for pre- and in-service teachers, teacher educators, and researchers.
Marianne Nikolov, Professor Emerita, University of Pécs, Hungary
Danijela Prošić-Santovac is an Assistant Professor in the Department of English Studies and the Head of the Centre for Languages at the Faculty of Philosophy, University of Novi Sad, Serbia. She teaches methodology courses on English Language Teaching at preschool and early school age as well as academic writing courses. In addition, her research interests include integrating children's literature into teaching, and her most recent publication is The Magical Art: Appropriation, Reception and Interpretation of Fairy Tale (2019).
Shelagh Rixon was an Associate Professor in the Department of Applied Linguistics at the University of Warwick, UK until her retirement in 2010. Currently, she is an Associate Tutor for the MA in Applied Linguistics and TESOL at the University of Leicester, UK. Her research interests include the teaching of early English literacy to children learning English as a Foreign Language and the roles of assessment in primary school level English Language Teaching.
Chapter 1. Shelagh Rixon and Danijela Prošić-Santovac: Introduction
Part 1: Why testing is not enough
Chapter 2. Jelena Mihaljević Djigunović: Affect and Assessment in Teaching L2 to Young Learners
Chapter 3. Małgorzata Tetiurka: Towards Developmentally Appropriate Assessment of Learning in a Young Learner Classroom
Chapter 4. Irma-Kaarina Ghosn: Integrating Instruction and Assessment in the Young Learner Classroom
Chapter 5. Danijela Prošić-Santovac, Danijela Radović and Stanislava Popov: We Scare Because We Care: Young Learners and Test Anxiety
Part 2: Integrating Assessment into Learning and Teaching: Approaches
Chapter 6. Gail Ellis and Shelagh Rixon: Assessment for Learning with Younger Learners: Is Thinking about Their Learning a Step Too Far?
Chapter 7. Alison Porter: Exploring Roles for Formative Assessment in Primary FL Classrooms: Looking Through a Primary FL Classroom Window
Chapter 8. Sandie Mourão: Collaborative Approaches to Assessing Progression in English in an Early Language Learning Initiative: A Case Study
Chapter 9. Sharon Ahlquist: Opportunities for Formative Assessment in the Storyline Approach
Part 3: Integrating Assessment into Learning and Teaching: Tools
Chapter 10. Louise Courtney: Role Plays: A Versatile Tool for Assessing Young Learners
Chapter 11. Danijela Prošić-Santovac and Ana Navratil: Assessment of Very Young Learners of English and the Joy of Puppetry: A Multiple Case Study
Chapter 12. Dorota Campfield: Elicited Imitation: Potential for Integrated Teaching and Assessment
Chapter 13. Thomaϊ Alexiou, Shadan Roghani and James Milton: Assessing the Vocabulary Knowledge of Pre-School Language Learners
Part 4: From Policy to Practice through Professional Development
Chapter 14. Joan Kang Shin and Joann (Jodi) Crandall: Developing Formative Assessment Practices for Young Learner English Teachers: A Professional Development Model in Peru
Chapter 15. Samúel Lefever: Assessment Policy and Practices of Early Language Learning in Iceland
Chapter 16. Danijela Prošić-Santovac, Vera Savić and Shelagh Rixon: Assessing Young English Language Learners in Serbia: Teachers' Attitudes and Practices