Introduction:Assessment is an attempt to collect and analyse information related tochildrens knowledge, ability, understanding, attitudes and motivation(Ioannou-Georgiou, Pavlou and Maley, 2003). According to McKay(2006) children between the ages of 5-12 years are classified as younglearners. This poster will look into the issues in assessing young learnersand will focus upon the current views about YL assessment and it willalso present two different approaches to Young Learner Assessment indetail.

Why Assess Young Learners?The main objective of assessment is to support learning (Black &William as cited in Gardner; 2012, p.11) For teachers, it is important tohave an awareness of what children know in order to verify the extentof learning, and identify causes that seem to impede language learning.The data gathered enables teachers to help children overcome thoselearning difficulties, and to evaluate their own work and establish howsuccessful and beneficial their chosen methodology or learningmaterials have been (Pinter; 2006). As for the YLs, with age being acrucial factor, there is no real need or interest to learn a foreignlanguage and hence the demand of assessment can put children understress (Cameron; 2001). However, positively framed assessment canyield tangible evidence of progression, and with the attainment of everyshort term goal it can boost confidence and enhance motivation.Besides, there are other important people like parents, guardians andschool administrations that need regular updates on the childrensprogress. (Ioannou-Georgiou et al., 2003).

How Do We Assess? In assessment we require a criteria against which the performance of the pupils can be measured, andthis is carried out by looking at the product or an outcome of an activity. There are different ways ofassessing YLs, but here we are going to look at only two types of assessment.

1. Traditional Assessment: Traditionally, assessment is carried out at the end of the teaching-learningprocess. Traditional assessment is a pen-and-paper approach to assessment, which reflects whatchildren are able to recall from memory in terms of how much they have learned.

Objective tests such as, true/false, multiple choice, identification and matching questions,and cloze-tests are easy for teachers to prepare, mark and grade (Ioannou-Georgiou et al.,2003).

Valid for testing childrens factual knowledge. Less time consuming. Traditional tests can have negative effects on YLs self-esteem, motivation, and overall

attitudes towards learning the language (Pinter; 2006). It lacks feedback. It overlooks listening and speaking. (Rea-Dickens &Rixon, as cited in Pinter; 2006, p.133)

2. Portfolio Assessment: Is a type of Alternative Assessment, which is defined as "any method offinding out what a student knows or can do that is intended to show growth and inform instructionand is not a standardised or traditional test (Pierce and O'Malley; 1992). Portfolio is a compilationof a childs work and proof of his/her achievement over a period of time.

A portfolio provides a holistic picture of a childs achievement by collating data obtainedthrough tests, projects, and conferencing notes (Pinter; 2006).

Teachers can keep a record of childrens achievement over time, help motivate learning and discuss progress with others. Therefore, it helps foster positive self-image and self-esteem (McKay; 2006).

Focuses on childrens strengths rather than weaknesses and provides children an opportunity to be responsible for their own learning (Ioannou-Georgiou et al., 2003).

Reliability is an issue (Weigle 2002, as cited in McKay; 2006, p.161). It is time consuming to create. It takes much effort and time to store and assess portfolios.

Conclusion:The two assessment types illustrated in this poster, both have their merits and demerits. However, the advantages of alternative assessment for young learners seem to out weigh those of traditional assessment, especially if it is the only mode of assessment used. Thus, for building up realistic knowledge of childrens abilities teachers must employ a combination of these assessment methods, keeping in mind that assessment does not have to be stressful and competitive (Pinter; 2006)

Assessing Young Learners:

Traditional & Alternative Assessment.

Reference List:

Bailey, K. M. (1998). Learning about language assessment: dilemmas, decisions, and directions. Cambridge, MA: Heinle & Heinle Publishers.

Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.

Coombe, C. and Hubley, N, (2nd Ed). (2009) Fundamentals of language assessment, Dubai: TESOL Arabia Publications.

Gardner, J. (2nd Ed). (2012) Assessment and learning. London: Sage Publications Ltd.

Ioannou-Georgiou, S. Pavlou, P. and Maley, A. (2003) Assessing young learners. Oxford: Oxford University Press.

McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press.

Pierce, L. V. and O'Malley, J. M. (1992). Performance and portfolio assessment for language minority students. Washington DC, National Clearinghouse for Bilingual Education.

Pinter, A. (2006). Teaching young language learners. New York: Oxford University Press.

Poster by: Kesar Javid Bhat (u1470496) MA TESOLSchool of Education & Professional DevelopmentUniversity of Huddersfield