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Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment
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In: Languages; Volume 7; Issue 1; Pages: 65 (2022)
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МЕТОДЫ КОНТРОЛЯ ЗНАНИЙ ПО ИНСТРАННОМУ ЯЗЫКУ У СТУДЕНТОВ, ОБУЧАЮЩИХСЯ ПО МЕТОДИКЕ CLIL ... : METHODS OF FOREIGN LANGUAGE PERFORMANCE ASSESSMENT IN STUDENTS PARTICIPATING IN CLIL ...
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The effects of extended planning time on candidates’ performance, processes and strategy use in the lecture listening-into-speaking tasks of the TOEFL iBT Test
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The Impact of input task characteristics on performance on an integrated listening-Into-writing EAP assessment
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Integration of Task-based Language Assessment into Young Learner Classrooms
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In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 3, Pp 403-422 (2019) (2019)
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Abstract:
Task-based language assessment (TBLA) is a way of providing information about language learning in authentic settings. Not only does it present language learners with a meaningful and embedded context of assessment but also promotes communication in the target language. Within the framework of TBLA, this study aims to integrate the 4th grade language testing into language learning process through ILTPY (Integrated Language Testing Program for Young Learners). ILTPY includes ten-unit assessment tasks which have been developed in accordance with the young learners’ characteristics and the 4th grade curricular objectives at state primary schools affiliated with the Ministry of National Education (MoNE) in Turkey. In order to test the effectiveness of ILTPY, two-unit assessment tasks were employed in the 4th grade classrooms. At the end of the two-unit implementation, follow-up interviews were conducted with the students and teachers in order to understand the influence of ILTPY on language learning process. The study findings show that the assessment tasks in ILTPY significantly increased the level of language attainment in the 4th grade. The two-unit implementation motivated a majority of language learners by offering them to reinforce what they had learnt. The students’ increasing enthusiasm and participation, and the opportunity for professional development motivated most of the language teachers to teach English and assess the students as emphasized in ILTPY. However, task development and implementation were regarded as the demotivating factors in view of practicality. The assessment tasks mostly met the young learners’ needs of assessment, but they should be supported with more visuals and technology. Finally, it is considered that ILTPY generally affected language learning positively.
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Keyword:
assessing young efl learners; integrated language testing program for young learners; Language and Literature; P; P1-1091; Philology. Linguistics; task-based language assessment
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URL: https://doaj.org/article/2deef154e87e4f16981667434611b705
https://doi.org/10.32601/ejal.651391
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Some evidence of the development of L2 reading-into-writing skills at three levels
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Developing rubrics to assess the reading-into-writing skills: a case study
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Innovative assessment tasks for academic English proficiency: an integrated listening-speaking task vs. a multimedia-mediated speaking task
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In: Graduate Theses and Dissertations (2015)
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Towards implementing CLIL (Content and Language Integrated Learning) at CBS (Tunja, Colombia)
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In: Colombian Applied Linguistics Journal, Vol 16, Iss 2, Pp 151-160 (2014) (2014)
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Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum
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