Squaring the Circle of Alternative Assessment in Distance Language Education: A Focus on the Young Learner

Abstract

Because of the suspension of face-to-face (F2F) teaching activities caused by COVID-19, practitioners are in limbo regarding the assessment of young learners (YLs) in the virtual learning environment, as they are left with minimal guidance and evidence on what can be applicable and effective in the new context. In many countries worldwide, as a consequence of the COVID-19 pandemic lockdown, schools in Greece were closed in March 2020. Schools began re-opening in September 2020; however, the second wave of COVID-19 struck, and the number of cases began to grow dangerously. Consequently, schools closed for the second time at the beginning of November 2020, causing teachers and students to face significant assessment challenges. The article presents a case study that concentrates on eight YLs aged 8–10 years old. Alternative assessment was applied during the students’ online language lessons as a means for the teacher to assess and evaluate students’ progress and learning of vocabulary and spelling. For the needs of the study, online observations were conducted, and field notes, record sheets and checklists were kept for a period of two months. Two months after the online lessons commenced, the students were interviewed in order to gain a holistic view of their progress and their feelings toward the experience of an alternative form of assessment.