Post on 16-Dec-2014
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Assessing Young Learners
By: Penny McCay
Silvia Andrea TarazonaNatalia Forero González
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
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High stakes
Low stakes
External assessment
Stakeholders
Diagnostic assessment
On-the-run assessment
Key concepts
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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.
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age
Appropiatness of curriculum
Language proficiency of teacher
Teacher´s teaching skills
Exposure to the target language
Expected Learning outcomes
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Young learners in the upper school years are moving to Piaget´s formal operational stage.
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The attention span of young learners .
YL are developing abilities to think in new ways.
Cognitive Growth
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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
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
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Socioeconomic and
cultural background influence children´s individual experience of the world.
They start developing a possitive or negative concept of self.
Emotional and Social Growth
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Children start developing independence.
School years: deal with hostility,dominance and friendship. Interact with peers to lead and to be lead. to hide anxiety
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In this stage students
need: love, security, and recognition to function in groups.
Build students social skills.
Emotional and Social Growth
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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
Development of motor skills:
1. Gross-motor skills: run, climb, balance.
2. Fine-motor skills: write, cut, draw. Implies hand-eye coordination.
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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.
Literacy Skills
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• Writing is helped through drawings in the first years.
• Children are developing understanding about how reading and writing work. image retrieved from: www.voyaprenderingles.com
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.
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
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
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Students self-
esteem is strongly affected by experiences at school.
Vulnerability
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• Assessment should give student a sense of progression.
• Friendly feedback to avoid loss of motivation.
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Not every child develops the same way, and all dimensions do not develop at the same time.
Rate of development
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Beliefs and Practices of Elementary Education
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Gardner, 1993. Established 8 different types of
intelligences.
Multiple Intelligences
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In constructivist education, children’s 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
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skills or procedures are
thoroughtly learned.
Range of examples with a common structure.
The new tasks appears similar to the old ones.
Scaffolding Support
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The Power of Assessment on Young Learners´ lives.
Provide meaningful and
appropriate information about a child’s language use ability, and avoid bias against any child because of that child’s characteristics .
Fair Assessment
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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
It sets power relationships that become established and habitual (Foucault, 1979).
.
Assessment is not effective when….
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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
BIAS FOR BEST
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• Possitve feedback to motivate them to succeed.
• Appropiate tasks and instructions
Young learners and language learning
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Language use ability, the ability to use language communicatively
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Characteristics
• understand new language.
• respond appropriately to directives.
• create their own utterances.
• use language appropriately in non-rehearsed interactions.
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Evidence of language use ability (early stages)
• understand extended teacher input and interaction
• interact with peers, teachers and others
• read and write in the language
• employ language learning strategies
Extending language use ability (more advanced
levels)
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Sociocultural Perspective of SLA
Sociocultural‘Learning how to mean’
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Cultural codes/rulesThe role of speaking and silence
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Interpersonal relationships
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Rules of politeness
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Non-verbal behavior
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
Developing new identitiesh
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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.
Learning the discourses of the classroom
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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.
Optimal conditions for language learning
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Hard work
Children do not simply absorb the language around them.
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• ‘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:
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• The Silent period
Effective language assessment builds up children’s 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
Implications for assessment
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.
ACTIVITY1. 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