Experiences of using Authentic Assessment with English Language Young Learners

Muhammad Noor Abdul Aziz,Nurahimah Mohd Yusoff

doi:10.6007/ijarbss/v8-i9/4599

Muhammad Noor Abdul Aziz, Nurahimah Mohd Yusoff

Open Access

https://doi.org/10.6007/ijarbss/v8-i9/4599

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Abstract

This paper brings about the discussion on findings from an interview with young learners about school-based assessment that takes place in their English language classroom. Their ideas, comments and feelings were recorded and analysed. Literature has pointed out that including learners’ views in learning as well as in assessment will yield better learning outcomes. The discussion will be touching on what the young learners’ think about the ‘new’ assessment that takes place in the classroom and how they want it to be carried out. The results of the study show that there are five emerging themes: a) lack of young learners’ involvement in assessment, b) lack of support from the school administration, c) overwhelming documentation d) need for inclusion of parental involvement, and e) presence of self and peer assessments. Insights from the findings can be an eye-opener for the teachers to carry out improved authentic assessment practices in their classrooms in tandem with the ministry’s aspiration to provide formative feedback that places student learning at centre.

Highlights

Young learners can be defined as children of 5 to 12 years of old (Hazita, 2012)
This research explored the voices of 15 young learners in a year 5 class of a Malaysian primary school regarding the use of authentic assessment by their English Language teacher
IMPLICATIONS AND CONCLUSION The study seeks to highlight how young learners feel about authentic assessment and what can be done to improve assessment practices in the classroom

Summary

Introduction

Young learners can be defined as children of 5 to 12 years of old (Hazita, 2012). They learn English from pre-school up to secondary school and English is considered as one of the core subjects in schools.As much as the English Language for young learners is concerned, there have been numerous changes and improvements that have taken place for the betterment of teaching, learning and assessment (Tajularipin, Ahmad Fauzi & Suriati, 2015). Young learners can be defined as children of 5 to 12 years of old (Hazita, 2012). They learn English from pre-school up to secondary school and English is considered as one of the core subjects in schools. As much as the English Language for young learners is concerned, there have been numerous changes and improvements that have taken place for the betterment of teaching, learning and assessment (Tajularipin, Ahmad Fauzi & Suriati, 2015).

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Conclusion