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Integration of Task-based Language Assessment into Young Learner Classrooms

Year 2019, , 403 - 422, 26.11.2019
https://doi.org/10.32601/ejal.651391

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.

References

  • Bachman, L. F. (2002). Some reflections on task-based language performance assessment. Language Testing, 19(4), 453-476.
  • Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.
  • Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice. Oxford: Oxford University Press.
  • Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. USA: Heinle & Heinle Publishers.
  • Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English language assessment. New York: Mc Graw Hill.
  • Brown, J. D., & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32(4), 653-675.
  • Brindley, G. (1994). Task-centred assessment in language learning: The promise and the challenge. In B. Norman (Ed.), The annual international language in education conference (pp. 73-94). Hong Kong.
  • Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. USA: ASCD.
  • Byrnes, H. (2002). The role of task and task-based assessment in a content-oriented collegiate foreign language curriculum. Language Testing, 19(4), 419-437.
  • Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
  • Cameron, L. (2001). Teaching languages to young learners. UK: Cambridge University Press.
  • Carless, D. (2002). Implementing task-based learning with young learners. ELT Journal, 56(4), 389-396.
  • Carless, D. R. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31(4), 485-500.
  • Carr, N. T. (2011). Designing and analyzing language tests. Oxford: Oxford University Press.
  • Cohen, L., & Manion, L., Marrison, K. (2007). Research methods in education (6th Ed.). New York: Routledge.
  • Council of Europe [CoE] (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, England: Cambridge University Press.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. New York: Oxford University Press.
  • Elder, C., Iwashita, N., & McNamara, T. (2002). Estimating the difficulty of oral proficiency tasks: what does the test-taker have to offer?. Language Testing, 19(4), 347-368.
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). New York: Mc Graw Hill.
  • Fulcher, G. & Davidson, F. (2007). Language testing and assessment: An advanced resource book. New York: Routledge.
  • Hasselgreen, A. (2005). Assessing the language of young learners. Language Testing, 22(3), 337-354.
  • Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press.
  • Linse, C. (2005). Practical English language teaching (PELT): Young learners. New York: McGraw Hill.
  • Johnstone, R. (2000). Context-sensitive assessment of modern languages in primary (elementary) and early secondary education: Scotland and the European experience. Language Testing, 17(2), 123-143.
  • Ke, C. (2006). A model of formative task-based language assessment for Chinese as a foreign language. Language Assessment Quarterly, 3(2), 207-227.
  • Mackey, A., & Gass, S. (2005). Second language research: Methodology and design. New Jersey: Lawrence Erlbaum Associates Publisher.
  • Madsen, H. S. (1983). Techniques in language testing. Oxford: Oxford University Press.
  • McKay, S. L. (2006). Researching second language classrooms. London: Lawrence Erlbaum Associates Publisher.
  • McKay, P. (2006). Assessing young language learners. UK: Cambridge University Press.
  • McNamara, T. (2000). Language testing. Oxford: Oxford University Press.
  • Mislevy, R. J., Steinberg, L. S., & Almond, R. G. (2002). Design and analysis in task-based language assessment. Language Testing, 19(4), 477-496.
  • Norris, J. M. (2009). Task-based teaching and testing. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 578-594).
  • Norris, J. M., Brown, J. D., Hudson, T. D., & Bonk, W. (2002). Examinee abilities and task difficulty in task-based second language performance assessment. Language Testing, 19(4), 395-418.
  • Norris, J. M., Brown, J. D., Hudson, T., & Yoshioka, J. (1998). Designing second language performance assessments. USA: National Foreign Language Resource Center.
  • Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
  • O'Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. Boston: Addison-Wesley Publishing Company.
  • Robinson, P., & Ross, S. (1996). The development of task-based assessment in English for academic purposes programs. Applied Linguistics, 17(4), 455-476.
  • Shohamy, E. (1997). Second language assessment. In G. R. Tucker & D. Corson (Eds.), Encyclopedia of language and education (Volume 4) (pp. 141-149). USA: Springer.
  • Spence-Brown, R. (2001). The eye of the beholder: Authenticity in an embedded assessment task. Language Testing, 18(4), 463-481.
  • Shehadeh, A. (2012). Task-based language assessment: Components, development, and implementation. In C. Coombe, P. Davidson, B. O’Sullivan, & S. Stoynoff (Eds.) The Cambridge guide to second language assessment (pp. 156-163). Cambridge University Press.
  • T.C. Milli Eğitim Bakanlığı [MoNE] (2013). English language teaching program (for the 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grade). Ankara.
  • T.C. Milli Eğitim Bakanlığı [MoNE] (2014). Pre-school, primary and secondary school regulations. T.C. Resmi Gazete, 29072, 26 July 2014.
  • T.C. Milli Eğitim Bakanlığı [MoNE] (2017). English language teaching program (for the 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grade) [revised]. Ankara.
  • Wigglesworth, G. (2008). Task and performance-based assessment. In N. H. Hornberger (Ed.), Encyclopedia of language and education (pp. 111-122). Springer Science+Business Media, LLC.
  • Wigglesworth, G., & Frost, K. (2017). Task and performance-based assessment. In E. Shohamy, I. G. Or, & S. May (Eds.), Language testing and assessment, (pp. 121-133). Springer International Publishing.
  • Weir, C. J. (2005). Language testing and validation. UK: Macmillan.
Year 2019, , 403 - 422, 26.11.2019
https://doi.org/10.32601/ejal.651391

Abstract

References

  • Bachman, L. F. (2002). Some reflections on task-based language performance assessment. Language Testing, 19(4), 453-476.
  • Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.
  • Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice. Oxford: Oxford University Press.
  • Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. USA: Heinle & Heinle Publishers.
  • Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English language assessment. New York: Mc Graw Hill.
  • Brown, J. D., & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32(4), 653-675.
  • Brindley, G. (1994). Task-centred assessment in language learning: The promise and the challenge. In B. Norman (Ed.), The annual international language in education conference (pp. 73-94). Hong Kong.
  • Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. USA: ASCD.
  • Byrnes, H. (2002). The role of task and task-based assessment in a content-oriented collegiate foreign language curriculum. Language Testing, 19(4), 419-437.
  • Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
  • Cameron, L. (2001). Teaching languages to young learners. UK: Cambridge University Press.
  • Carless, D. (2002). Implementing task-based learning with young learners. ELT Journal, 56(4), 389-396.
  • Carless, D. R. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31(4), 485-500.
  • Carr, N. T. (2011). Designing and analyzing language tests. Oxford: Oxford University Press.
  • Cohen, L., & Manion, L., Marrison, K. (2007). Research methods in education (6th Ed.). New York: Routledge.
  • Council of Europe [CoE] (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, England: Cambridge University Press.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. New York: Oxford University Press.
  • Elder, C., Iwashita, N., & McNamara, T. (2002). Estimating the difficulty of oral proficiency tasks: what does the test-taker have to offer?. Language Testing, 19(4), 347-368.
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). New York: Mc Graw Hill.
  • Fulcher, G. & Davidson, F. (2007). Language testing and assessment: An advanced resource book. New York: Routledge.
  • Hasselgreen, A. (2005). Assessing the language of young learners. Language Testing, 22(3), 337-354.
  • Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press.
  • Linse, C. (2005). Practical English language teaching (PELT): Young learners. New York: McGraw Hill.
  • Johnstone, R. (2000). Context-sensitive assessment of modern languages in primary (elementary) and early secondary education: Scotland and the European experience. Language Testing, 17(2), 123-143.
  • Ke, C. (2006). A model of formative task-based language assessment for Chinese as a foreign language. Language Assessment Quarterly, 3(2), 207-227.
  • Mackey, A., & Gass, S. (2005). Second language research: Methodology and design. New Jersey: Lawrence Erlbaum Associates Publisher.
  • Madsen, H. S. (1983). Techniques in language testing. Oxford: Oxford University Press.
  • McKay, S. L. (2006). Researching second language classrooms. London: Lawrence Erlbaum Associates Publisher.
  • McKay, P. (2006). Assessing young language learners. UK: Cambridge University Press.
  • McNamara, T. (2000). Language testing. Oxford: Oxford University Press.
  • Mislevy, R. J., Steinberg, L. S., & Almond, R. G. (2002). Design and analysis in task-based language assessment. Language Testing, 19(4), 477-496.
  • Norris, J. M. (2009). Task-based teaching and testing. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 578-594).
  • Norris, J. M., Brown, J. D., Hudson, T. D., & Bonk, W. (2002). Examinee abilities and task difficulty in task-based second language performance assessment. Language Testing, 19(4), 395-418.
  • Norris, J. M., Brown, J. D., Hudson, T., & Yoshioka, J. (1998). Designing second language performance assessments. USA: National Foreign Language Resource Center.
  • Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
  • O'Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. Boston: Addison-Wesley Publishing Company.
  • Robinson, P., & Ross, S. (1996). The development of task-based assessment in English for academic purposes programs. Applied Linguistics, 17(4), 455-476.
  • Shohamy, E. (1997). Second language assessment. In G. R. Tucker & D. Corson (Eds.), Encyclopedia of language and education (Volume 4) (pp. 141-149). USA: Springer.
  • Spence-Brown, R. (2001). The eye of the beholder: Authenticity in an embedded assessment task. Language Testing, 18(4), 463-481.
  • Shehadeh, A. (2012). Task-based language assessment: Components, development, and implementation. In C. Coombe, P. Davidson, B. O’Sullivan, & S. Stoynoff (Eds.) The Cambridge guide to second language assessment (pp. 156-163). Cambridge University Press.
  • T.C. Milli Eğitim Bakanlığı [MoNE] (2013). English language teaching program (for the 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grade). Ankara.
  • T.C. Milli Eğitim Bakanlığı [MoNE] (2014). Pre-school, primary and secondary school regulations. T.C. Resmi Gazete, 29072, 26 July 2014.
  • T.C. Milli Eğitim Bakanlığı [MoNE] (2017). English language teaching program (for the 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grade) [revised]. Ankara.
  • Wigglesworth, G. (2008). Task and performance-based assessment. In N. H. Hornberger (Ed.), Encyclopedia of language and education (pp. 111-122). Springer Science+Business Media, LLC.
  • Wigglesworth, G., & Frost, K. (2017). Task and performance-based assessment. In E. Shohamy, I. G. Or, & S. May (Eds.), Language testing and assessment, (pp. 121-133). Springer International Publishing.
  • Weir, C. J. (2005). Language testing and validation. UK: Macmillan.
There are 47 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section Articles
Authors

İskender Hakkı Sarıgöz This is me 0000-0003-1426-5002

Fatıma Nur Fişne This is me 0000-0001-9224-2485

Publication Date November 26, 2019
Published in Issue Year 2019

Cite

APA Sarıgöz, İ. H., & Fişne, F. N. (2019). Integration of Task-based Language Assessment into Young Learner Classrooms. Eurasian Journal of Applied Linguistics, 5(3), 403-422. https://doi.org/10.32601/ejal.651391