Integration of Task-based Language Assessment into Young Learner Classrooms

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.

A critical literature review on the washback effect of task-based vocabulary assessment on Iranian EFL learners

“…Using Tayeb et al (2018), Sarigoz and Fişne (2019), Liu and Ren (2021), and Prianty et al (2021), study results in which all of them explored the washback effect of TBA, the present paper aimed to provide further evidence on the washback effect of TBA of vocabulary on EFL learners. The study of Sarigoz and Fişne (2019) revealed by utilizing an integrated language testing program that included 10-unit assessment tasks, TBA significantly increased the level of language learning in the 4th grade. The result of this study agreed with the results of Prianty et al (2021), since considerable similarities existed between these two.…”

“…In the second study, teachers' perceptions of TBLT, including TBA were explored and the results demonstrated teachers' positive attitudes toward the utilization of TBLT, even though most of them had little knowledge about TBLT and assessment. In the first study, Sarigoz and Fişne (2019) stated that both teachers and learners were satisfied with integrating TBLA into the classroom setting. The results of both studies confirmed the reality that traditional types of assessment fail to satisfy the students and teachers.…”