APPInep e-newsletter_Autumn_2018 APPInep e-Newsletter 12.7 - Page 6

they had help etc. These then provide a clearer important is for learners to understand the picture of what the child is able to do in English. relevance of constructive criticism. Peer- assessment can also be in the form of a document Tests (the instrument) are synonymous with (the instrument), helping learners reflect on how assessment, but also associated with a number of well they worked together as a group, whether they drawbacks in an approach which values orality. succeeded in their tasks etc. Unless speaking as a skill is tested, as an instrument it can focus on listening, reading and Portfolios bring many writing and of course it is also possible to collect instruments and processes together. A portfolio is evidence of learners’ ability in relation to the lexis a collection of the learners’ work. It is a selected and grammar domain. Testing speaking, when a collection, teacher is responsible for over 200 learners, is a development over time. Essentially a portfolio is challenge and as speaking is a skill covering both student-led, for they make the choices about what production and interaction, using other processes should go into a portfolio and why. However it and instruments would be more worthwhile. requires much support from the teacher (hence it is showing of their these ability, assessment effort and also in the teachers’ column). Portfolios in our view Learner assessment - processes and are a whole school approach and it is difficult to set instruments up portfolio assessment in English only. Self-assessment is a process which is very suitable for classroom-based assessment. This can be as simple as showing thumbs up or down, showing how learners felt about an activity, their ability to complete the activity successfully and their use of English during an activity. However, this is rather transitory and there is little physical evidence which can be used for evidence gathering. So, self-assessment documents (the instruments) are useful. These can take many forms, and can be in Portuguese or English, have emojis etc. and are more useful for the learner as they can be returned to and compared. Peer-assessment is another process of collecting evidence which requires careful support and training, but which is very useful and highly relevant in approach to education in the 21st century. Oral peer-assessment can be set up when learners are giving short presentations e.g. show and tell, with guiding topics like ‘Did they speak clearly?’, ‘Were they interesting?’ etc. What is Concluding thoughts Assessment in primary English education is of great importance, but often misunderstood by stakeholders. Assessment in primary English education requires careful thought and planning and systematic attention to the variety of ways evidence can be collected by both teacher and learner. A possible manifesto for assessment in primary English education might include the following (adapted from Jang, 2014: 112):  Assessment should mirror the ways children learn and ‘enjoy’ learning.  Assessment should enhance and support (language) learning.  Assessment should be congruent with your educational philosophy and be useful to meet your teaching goals.  Assessment should identify strengths and areas that need improvement.  Assessment should serve as a tool for self- regulation.  Assessment should shape children’s life-long