Full Description
This volume provides a detailed account of the practical use of Assessment for Learning (AfL) in primary language classrooms. It gives an in-depth account of the ways in which eight experienced primary language teachers incorporated this type of assessment into their practice and discusses the possible impact of AfL on primary language learning. Key themes discussed in the volume include the relationship between AfL and language learning in childhood, which assessment methods are appropriate for primary-aged language learners, which methods support learner agency and engagement in the learning processes, and possible paths for future action, with a focus on implementation and researching AfL in primary language contexts. The findings of this book are relevant to global contexts and it will be of interest to postgraduate students and researchers in the fields of language education, language assessment and teacher education, as well as to primary and language teachers and school leaders.
Contents
Illustrations
Abbreviations
Acknowledgements
Chapter 1. Introduction to the Book
Part 1: Defining Assessment for Learning in Primary Contexts
Chapter 2. What is AfL in Primary Language Teaching Contexts?
Chapter 3. What Research Tells Us About the Use of AfL in Primary Language Teaching
Chapter 4. Assessment and Cognitive Development in Childhood
Chapter 5. The Importance of Interactions and Affect in Assessing Primary-Aged Language Learners
Part 2: Implementing AfL in the Classroom
Chapter 6: Setting Expectations and Monitoring Progress
Chapter 7: Evaluating Achievement
Chapter 8: Teaching and AfL: Tasks, Skills and Age-Related Differences
Chapter 9: Types of Implementation of AfL
Part 3: Impact of AfL on Learning
Chapter 10: Interactions through Assessment
Chapter 11: Assessment Spiral
Chapter 12: Looking into the Future
References
Appendices
Index
