Test for young learners

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Test for Young Learners Paula Garrido García Rafael Hernando González

Transcript of Test for young learners

Page 1: Test for young learners

Test for Young Learners

Paula Garrido García

Rafael Hernando González

Page 2: Test for young learners

Structure

General approach

Particular demands

Recommended techniques

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General approach

Young learners: from 5 to 12

Not everyone does it.

Why?

Benefices of the program.

Common yardstick (For comparing results).

Positive attitudes towards language learning.

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General approach

Recommendations:

1. Integrate testing in assessing and assessing in the teaching programme.

2. Immediate and positive feedback.

3. Student self assessment (monitoring their

own progress)

4. Conditions to perform at their best.

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Particular demands for tests Relaxed setting.

Valid and reliable.

Special features:

Brief and varied tasks.

Tasks with stories and games.

Pictures attractive typography

and color.

Tasks they can handle

in their L1.

Involve interaction tasks.

Integrated-skills task.

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Recommended techniques

Listening Reading Writing

Oral ability

Oral interaction

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Recommended techniques:Testing Listening

Placing objects or identifying people.

Multiple choice pictures.

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Recommended techniques:Testing Listening

Color and draw on existing line drawing.

Information transfer.

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Recommended techniques:Testing Reading

Multiple choice.

(Reference to Chapter 11: short answer technique).

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Recommended techniques:Testing Writing

Anagram with pictures.

Gap filling with pictures.

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Recommended techniques:Testing Writing

Cartoon story.

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Recommended techniques:Testing Oral Ability

Questions about him and family.

Pointing on and describing images on a card.

Placing small cards on bigger ones.

Differences between two pictures.

Completing the story.

Identifying the odd picture.

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Recommended techniques:Testing Oral Interaction

Guessing who I am describing.

Discovering common pictures.

Finding common objects in two pictures.

Completing information.

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