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English Learning

How do we Evaluate Young Learners’ Writing?

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This webinar is the second part of a two-part series which consider how to design assessment tasks in writing and how to evaluate those tasks.

Young learners can lack confidence in their writing skills in English partly because they find tasks cognitively challenging but also because they may still be learning literacy in their first language(s). In this session we look at how to develop and standardize assessment criteria for writing tasks so that we can understand young learners progress and help them improve. These criteria are generally more successful if the learners are included in their development and we look at how we can achieve this as well as ways of using the criteria with self, paired peers, peer groups and teacher judgements.


Elaine Boyd has been involved in assessment design and quality assurance for over 30 years working for a range of international exam boards. She has been especially concerned with the impact of assessments in the classroom and worked closely with teachers and teacher educators delivering courses in assessment literacy in Europe, India and SE Asia, and has published articles in this field. She has been Visiting Professor at the Universitat Politecnica in Valencia with responsibility for developing a framework for EMI. Her research includes intercultural communication and pragmatics and her PhD investigated spoken language using corpus data. She is currently a post graduate tutor at The Institute of Education at University College London. Elaine has authored several exam coursebooks for a range of age groups for leading international publishers and is a Course Consultant for Look, a seven-level primary series from National Geographic Learning.
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