APPInep e-newsletter_Autumn_2018 APPInep e-Newsletter 12.7 - Page 2

Articles corner Assessment in primary English education: A discussion around specificities might Assessment in English education Assessment is a term associated with a range of classroom-based activities used to assist learners in their learning (assessment for learning) and to judge their progress (assessment of learning). improve and get better: e.g. self- assessment, peer-assessment or even portfolio assessment. Assessment for learning, helping the learners see where they are in their journey of exploration and discovery and developing autonomous learners, is becoming increasingly Green (2018) suggests that: important in any educational context. If language learning can be seen as a journey of exploration and discovery, assessment helps teachers and learners to navigate and find their way. Sometimes they need to just find their bearings as they travel and decide where to go next. Sometimes they need to prove to other people that they have arrived at an important landmark. (p. 1) The specificities of Primary English Education Direção Geral de Educação (nd) describes assessment as being integral to and regulatory of Jang (2014) asserts that the primary purpose of the educational practice itself. But more assessment is pedagogical, ‘it helps teachers plan importantly, they emphasise that assessment instruction and guide students’ learning’ (p. 5); as implies principles and procedures suited to the such, it aids the teacher in diagnosing learner specificities of each level of education and strengths or weaknesses, as well as providing teaching / learning context. evidence of progression, something all learners require to fuel their motivation. For the teacher, Specificity 1: Differences in cognitive and assessment provides information that enables social development them to confirm whether certain learning objectives Learners who complete grade 4 are considered have been reached, resulting in opportunities to basic users of English and should reach A1 within monitor their own performance and plan future the CEFR. Thus, according to the extended work. Finally, the results of the various assessment version practices are used to inform stakeholders. descriptors (2018), Table 1 shows the reference Assessment practices can (and should) involve the levels, moving from pre-A1 in grade 3 to A2 by teacher assessing learning, collecting evidence of grade 6. What is new here is the pre-A1 descriptor, what learners are able to do with and through the which is an attempt by the Council of Europe to language e.g. classroom-based activities and incorporate the potential individual differences in projects, using observations both systematic and cognitive and social development within a variety spontaneous, document analysis and tests. of age groups (e.g. 7 to 10 years / 11 to 15 years). It of the Council of Council Europe of Europe’s describes CEFR should also involve the learners themselves The Pre-A1 engaging in reflecting on learning and recognizing representing ‘a “milestone” half way towards Level what they can or cannot do and thinking how they A1, a band of proficiency at which the learner has