Assessment and recording Vanessa Loubier-Profir, AST PMFL

A positive experience Assessment should be seen as not about recording right or wrong but about what the children know. The emphasis is not on grading but on encouraging a sense of achievement.

Assessment for Learning Planning LearningAssessment

Empowering learning child-centered lessons –Medium term: An outline of the learning intentions/objectives at the beginning of each term in Years 3 and 4. At the beginning of Years 5 and 6 they could take an active part in deciding the learning intentions for the year.

Empowering learning! –Short term: Self-assessment for the children who are constantly helped to develop an understanding of how to help themselves learn a language. –they are given a goal/learning objective at the beginning of the lesson –and asked to reflect on their achievement by the end of the lesson.

What to observe? Observations are made on the children on the four skills of : –Aural comprehensionAural comprehension –SpeakingSpeaking –ReadingReading –WritingWriting –+ on interpersonal skills –+ on language learning skills (class/group discussions) –+ knowledge of language –+ intercultural understanding (class/group discussions, presentations)

Assessment “Almost all schools need to develop assessment procedures to inform curriculum and lesson planning, and to ensure that all pupils make the best possible progress during the year, and year on year. Assessment in Year 6 should also inform the transition of pupils from primary to secondary schools.” Ofsted subject reports 2003/4 Modern foreign languages in primary schools February 2005

European Language Portfolio: t/portfolio.htmhttp:// t/portfolio.htm –I can understand, I can say –I can read, I can write to promote –self-assessment, –self awareness –and self-esteem. To keep a progress chart

European Junior Languages Portfolio Three sections: –Language biography

European Junior Languages Portfolio Three sections: –Language biography –Language Dossier

European Junior Languages Portfolio Three sections: –Language biography –Language Dossier –Languages Passport

Asset Languages ‘Asset’ is part of the Oxford and Cambridge examining board. They have formulated a recognition system for each skill. This system uses the languages ladder for the grade boundaries. There are the options for teacher assessment and for external examinations. The ‘tests’ are like piano grades and are taken when the children are ready, rather than at a particular time. ‘Stage, not age’.

Assessment Where will they be? Over the next four years children will arrive at different stages. Breakthrough grade 3 would be a good idea of where we would hope a child would be after 4 years of language learning.

Formal assessment Progress chart