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Young language learners are those who are learning a foreign or second
language and who are doing so during the first six or seven years of formal
schooling. In the education systems of most countries, young learners are children
who are in primary or elementary school. In terms of age, young learners are
between the ages of approximately five and twelve (Penny : 2008, p.1).
At first there seems to be too much to concentrate on at once and if we focus on one part, we
lost control of another. But once we have mastered it, everything seems to fit together
smoothly, we can perform efficiently and flexibly. The skills become more and more
automatic and as this happens, progressively more of our attention becomes freed so we can
begin to focus on new information, for example other aspects of the task. (Shorrocks,
1995,p.267)
Assessment should take place in a quiet, calm setting that helps children to
concentrate and not be distracted but noise or movement. There are just some
of the kinds of actions and decisions in language assessment that teachers and
assessors make when they take account of the nature of their young learners
cognitive development.
a. Social
Between 5 and 7, they are learning to cooperate and share and take turns
with others, which mean that they are developing the ability to take part in
small group task.
b. Emotional
In emotional characteristics, they are beginning to develop feeling of
independence but may become anxious when separated from familiar
people and places. By the time, they are around 11 years of age, children
have become sociable, spending time with friends of the same sex.
They are continuing to develop the ability to work and play with others.
They may a peer relatively calm, with short-lived moments of anger,
sadness or depressions. And this age, they are defining themselves in terms
of their physical characteristics and their likes and dislikes.
At this age they are still very active, tiring easily and recovering quickly.
Important for many schools activities, children tire more easily from sitting
than from running. They usually love physical activities, which they often
anticipate in noisily and sometimes aggressively.
A. Valid assessment : are those that measure what they are supposed to
measure
B. Fair assessment : are those that provide meaningful and appropriate
information about a child’s language use ability and avoid bias against any
child because of that of that child’s characteristics (first language and
cultural background, age, gender, etc).
Teachers and assessors of young learners need to examine the assessment tasks
and procedures they construct, to work to become aware of and if possible to
redress, institutionalized power of this kind in assessment and to ensure that the
impact on the child, the community, the teachers and school and the learning
programmed is positive
There are many reasons why young learners might be assessed and there are a
variety of different people interested in the results of their assessment. The
stakeholders in the assessment procedures, that is , anyone affected a by the
assessment procedure itself or by the decisions made that are based on results of
the assessment procedure – parents, students themselves, teachers, principals,
administrators – may require different kinds of information depending on who
they are and on what their interest is.
Some decisions made on the basis of assessment results are low stakes decisions.
Low stakes decisions are relatively minor and are relatively easy to correct. High
stakes decisions, on the other hand, are likely to affect students lives and decisions
are difficult to correct. Assessment might the informal or formal, though these
terms are not concise in their meaning. Informal assessment usually refers to
classroom assessment carried out during the course of the teaching and learning
process. Formal assessment usually refers to assessment that is planned and
carried out following formal procedures.
Formative assessment
1. Diagnostic assessment
Formative assessment often involves diagnostic, when teachers analyze
learner’s specific strengths and weaknesses. Diagnostic assessment can
also be planned and carried out though a special diagnostic procedures.
2. On – the – run assessment
Involves teachers in observation and immediate feedback, usually of
individual learners, as they teach.
3. Planned assessment
Helping the teacher to target specific observations or plan language use
tasks check if children have achieved the objective along the way.
Summative Assessment