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Comparative assessment of young learners' foreign language competence in three Eastern European countries

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Brumen, Mihaela, Cagran, Branka and Rixon, Shelagh. (2009) Comparative assessment of young learners' foreign language competence in three Eastern European countries. Educational Studies, Vol.35 (No.3). pp. 269-295. ISSN 0305-5698

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Official URL: http://dx.doi.org/10.1080/03055690802648531

Abstract

This paper concerns teacher practices in, and beliefs about, the assessment of young learners' progress in English in three Eastern European countries (Slovenia, Croatia, and the Czech Republic). The central part of the paper focuses on an international project involving empirical research into assessment of young learners' foreign language competence in Slovenia, Croatia and the Czech Republic. With the help of an adapted questionnaire, we collected data from a non-random sample of primary and foreign language teachers who teach foreign languages at the primary level in these countries. The research shows that English as a foreign language is taught mostly by young teachers either primary specialists or foreign language teachers. These teachers most frequently use oral assessment/interviews or self-developed tests. Other more authentic types of assessment, such as language portfolios, are rarely used. The teachers most frequently assess speaking and listening skills, and they use assessment involving vocabulary the most frequently of all. However, there are significant differences in practice among the three countries.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education P Language and Literature > PE English
Divisions:	Faculty of Social Sciences > Centre for Applied Linguistics
Library of Congress Subject Headings (LCSH):	English language -- Study and teaching -- Foreign speakers, Language and languages -- Ability testing, Language teachers -- Attitudes, Education, Primary -- Slovenia, Education, Primary -- Croatia, Education, Primary -- Czech Republic
Journal or Publication Title:	Educational Studies
Publisher:	Routledge
ISSN:	0305-5698
Date:	July 2009
Volume:	Vol.35
Number:	No.3
Page Range:	pp. 269-295
Identification Number:	10.1080/03055690802648531
Status:	Peer Reviewed
Access rights to Published version:	Restricted or Subscription Access
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URI:	http://wrap.warwick.ac.uk/id/eprint/2275