Assessment for learning in primary FL classrooms

Foreign language (FL) learning for younger learners, in instructional settings, is an international phenomenon and classroom-based assessment is often implied in primary curricula which conform to an objectives model of learning, privileging precise skill measurement and, in some contexts, formal reporting of outcomes (Shepard, 2000).However, classroom-based, formative assessment of FLs in younger learner contexts is problematic. A dearth of empirical evidence relating to early, limited input FL settings means that FL policy (and therefore attainment objectives) are formulated with “limited knowledge and understanding of teaching practices in the field of young learners” (Copland & Garton, 2014; Garton, Copland & Burns, 2011: 1). This is evident, for example, in England where the National Curriculum (2014) recommends targets grounded in a four skills model (speaking, listening, reading and writing) which are not informed by any evidence concerning whether these might be achievable in the time available.This paper will discuss how teachers, practising in primary school FL classrooms, might develop practical and practicable formative assessment tools. Whilst this study concerned the teaching and learning of French in English primary schools (learners aged 9-11 years; n=45), it nevertheless provides some evidence of short-term linguistic outcomes and classroom-based assessment in early language learning settings. Findings have the potential to contribute to the exploration of delivering classroom-based, formative language assessment in a range of FL primary school settings.