Assessing

Young learners
PRESENTED BY: NEILMA ROSE L. ALINGALAN

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Young Language
learners
Young language learners (YLLs) are defined here as
being primary school pupils up to about 12 years who
are learning a second, additional or foreign language.
 HISTORICAL
PERSPECT
IVE
• In the 1980s and 1990s, language testing came into its own as a
research field, focusing on the understanding and production of good
tests in a world where these were being seen to have consequences
not only for education and employment, but for such matters as
citizenship or safety.
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 HISTORICAL
PERSPECT
IVE
• During the 1990s, concern for the effects of national language
testing in schools, among younger pupils, was voiced.

• In 2000, a special issue of Language Testing (17) was devoted

to YLLs.
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 TWO
CHARACTERISTICS
• They articulated the theoretical challenge to mainstream
interests in testing research.

• They focused on classroom contexts of assessment,

involving
p ro j e c t 01 either adult or school-based learners.
In short, by the start of the new millennium, a place had been
established in the research field for young learners, and the types
of assessment generally associated with them, now incidentally
no longer regarded as an alternative to ‘normal’ assessment, but
commonly referred to as ‘classroom assessment’
 FOUR MAIN
PURPOSES:
• to investigate and share information about current assessment practices

• to find ways to ensure fair and valid assessment tasks and procedures

• to find out more about the nature of young learner language proficiency and
language growth

• to investigate and improve the impact of assessment on young language

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learners, their families, their teacher and their school
 THANK YOU!
GOD
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