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