By Dorotea Blažinčić, 5th year of the Faculty of Education in Osijek, module C
The ability to speak a language is a vital part of language learning. As a result, assessing the
speaking abilities of young learners is a key component of language instruction. Because there is no one-size-fits-all approach to assessing speaking with young learners, this assessment of speaking can be seen as a double-edged sword. On one hand, assessment can raise the profile of speaking, provide learners with opportunities to engage in meaningful language use, and promote communication and collaboration skills. On the other hand, it can be used to measure achievement and can lead to a focus on form over function, the use of inappropriate assessment tasks, and the promotion of negative attitudes and behaviors. This essay will examine a range of issues related to the assessment of speaking for young learners, drawing on the insights of McKay (2006), Linse and Nunan (2005), Lynn Cameron (2001), Shaaban (2005), and Nation and Newton (2009).
To begin, McKay (2006) emphasizes the importance of assessment for raising the profile of
speaking and providing opportunities for meaningful language use. She argues that assessment should be used to evaluate the impact of teaching on student learning, rather than just to measure achievement. Assessment can help to identify areas where learners are having difficulty, as well as areas in which they excel, and can provide feedback that can be used to inform instruction. Furthermore, assessment can provide learners with opportunities to engage in meaningful language use and can promote communication and collaboration skills.
McKay (2005) also outlines five key principles for assessing the speaking abilities of young
learners. These principles focus on using appropriate tasks and activities, making use of
formative and summative assessments, providing feedback, involving learners in assessment and evaluation, and finally, considering the social, cultural, and linguistic context of the language being assessed. When assessing the speaking abilities of young learners, it is important to use tasks and activities that are appropriate for the age and level of the learners. This means selecting tasks and activities that are not too difficult but will still provide the learners with the opportunity to demonstrate their speaking skills. For example, when assessing the speaking abilities of beginner-level learners, activities such as “describe a picture” or “tell a story” are appropriate, while more advanced learners can be asked to engage in more complex tasks such as “deliver a presentation” or “lead a discussion”. Formative and summative assessments are also important for assessing the speaking abilities of young learners. Formative assessments are ongoing
assessments that occur throughout the learning process and provide feedback on the learner’s progress. Summative assessments, on the other hand, are used at the end of a course or unit of study to measure the learner’s overall performance. Formative assessments are particularly important in assessing the speaking abilities of young learners as they allow teachers to provide ongoing feedback and adjust their teaching as needed. Providing feedback is also an essential part of assessing the speaking abilities of young learners. Feedback should be both positive and constructive and focus on the areas in which the learner can improve. It is important to make sure that the feedback is clear and easy to understand, and that it is given in a supportive and encouraging manner. The involvement of the learners in the assessment and evaluation process is also important. Learners should be encouraged to participate in the assessment and evaluation process by giving their opinion on their performance, as well as providing input into how the assessment should be conducted. This will help to ensure that the assessment is meaningful for the learners and that it is an accurate reflection of their speaking abilities.
However, Linse and Nunan (2005) caution against the use of assessment to measure achievement. They argue that assessment should not be used to simply measure knowledge and skills, but rather to measure how learners are using language to communicate and collaborate. If assessment tasks are used simply to measure achievement, learners may become focused on form and may lose sight of the communicative purposes of language. Furthermore, if assessment tasks are too difficult or complex, learners may become frustrated and demotivated.
Similarly, Lynn Cameron (2001) argues that assessment tasks should be appropriate for the age and language level of learners. She emphasizes the importance of using tasks that are both meaningful and achievable for learners, as this will enable them to engage in meaningful language use. She also argues that assessment tasks should be used to measure a range of language skills, including listening, speaking, reading, and writing, rather than just focusing on one particular skill.
The speaking assessment, as it relates to Shaaban (2005), is designed to be an effective tool for evaluating a student’s language proficiency. It is designed to help teachers to assess a student’s ability to communicate effectively in the target language. This method of assessment allows teachers to evaluate the student’s ability to communicate, as well as their ability to express their ideas concisely and accurately. Through this method of assessment, the teacher can evaluate the student’s ability to understand, comprehend, and express themselves in the language. The assessment is conducted by having the student engage in a conversation with the teacher, or another student, in which they are required to answer questions, give opinions and explain their ideas. The assessment does not focus on grammar or vocabulary, but instead on the student’s ability to effectively communicate. It focuses on the student’s ability to understand the questions, their ability to respond appropriately, their pronunciation, and their ability to express their ideas fluently. The assessment also looks at the student’s ability to provide appropriate examples, and to respond to the questions promptly.
Finally, Nation and Newton (2009) argue that assessment should not be used to create a negative environment in the classroom. that assessment tasks should be used to promote positive attitudes and behaviors, rather than to create a sense of competition or to reward one learner over another. He also emphasizes the importance of providing feedback that is constructive and encouraging, rather than simply focusing on mistakes or deficiencies.
In conclusion, assessing the speaking abilities of young learners is an important part of language instruction. It is iimportant for teachers to be aware of the potential pitfalls of assessment, and to ensure that assessment tasks are appropriate for the age and language level of learners. By following the best practices outlined in this essay, such as using appropriate tasks and activities, making use of formative and summative assessments, providing feedback, involving learners in assessment and evaluation, and considering the social, cultural, and linguistic context of the language being assessed, language teachers can ensure that their assessments of speaking are meaningful and effective.
References:
○ Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
○ Linse, C., & Nunan, D. (2005). Practical English language teaching. New York.
○ McKay, P. (2006). Assessing Young Language Learners (Cambridge Language
Assessment). Cambridge University Press.
○ Newton, J. M., & Nation, I. S. P. (2009). Teaching ESL/EFL listening and speaking.
Routledge. 5
○ Shaaban, K. (2001, April). Assessment of young learners. In English teaching forum
(Vol. 39, No. 4, pp. 16-23).