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

Abstract

The central part of the article 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 nonrandom 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.

EFL Primary School Teachers’ Attitudes, Knowledge and Skills in Alternative Assessment

“…Although some studies reported teacher satisfaction and positive attitudes towards alternative assessment (Yu-Ching, 2008;Brumen et al, 2009;Brown et al, 2009;Alkharusi, Aldhafri, Alnabhani, & Alkalbani, 2012;Gonzales & Aliponga, 2012;Tangdhanakanond & Wongwanich, 2012), most studies on primary school teachers' attitudes towards assessment came to the conclusion that most teachers' attitudes are at an average or low level (Watt, 2005;Yang, 2007;Metin, 2011;Ghazali, Yaakub, & Mustam, 2012). The inconsistency in results might be related to the fact that in some studies candidates were primary and secondary school teachers.…”

“…However, research has shown that most primary school teachers realize the importance of alternative assessment in improving teaching and learning (Yang, 2007;Yu-Ching, 2008;Brumen, Cagran, Coombe, Edmonds, Heckstall-Smith, & Fleming, 2009;Brown, Lake, & Matters, 2009). In a survey of New Zealand primary school teachers' conceptions of alternative assessment, Brown (2004) found that teachers agreed that assessment improves teaching and learning and makes schools accountable.…”

“…Research has shown that teachers need training in assessment techniques (Stiggins, 2001;Campell, Murphy, & Holt, 2002;Mertler, 2003;Hill, 2006;Yang, 2007;Birgin & Baki, 2009;Guerin, 2010;Tante, 2010;Alkharusi et al, 2012;Ghazali et al, 2012;Tangdhanakanond & Wongwanich, 2012). For example, Brumen et al (2009) surveyed 108 primary school teachers in Slovenia, Croatia, and Czech Republic to learn about their experiences and attitudes towards alternative assessment of FL primary school children. Results showed that teachers do not reject assessment; however, they were unfamiliar with using self-assessment and portfolios.…”

Evaluation primary school students achievement of objectives in English lessons

“…At the end of compulsory education, children who began learning English in grade 3 should have reached level A2 (in accordance with the Common European Framework for Languages); those who began learning English in grade 8 will have achieved level A1. Many children begin learning a FL in lower grades, in optional extra classes for which fees are payable (Brumen et al, 2009). However, as indicated in the study, in Turkey, teaching EFL has some problems because of the other teachers (science, mathematic, music teachers, etc…but not English teachers) who teach EFL in some primary schools.…”

A case study of a Hungarian EFL teacher’s assessment practices with her young learners

“…In Hungary, similarly to the international arena (e.g., Brumen, Cagran, & Rixon, 2009;Butler, 2009aButler, , 2009bButler, , 2015Edelenbos & Kubanek-German, 2004;Peng & Zheng, 2016;Wilden & Porsch, 2016) research on teachers' assessment practices is fairly limited. A few studies, however, explored classroom assessment.…”