How do we Evaluate Young Learners’ Writing?

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How do we Evaluate Young Learners’ Writing?

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ELAINE BOYD

COURSE CONSULTANT

OVERVIEW

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.

ABOUT THE SPEAKER

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.

How to use Coursebook Material to Assess Young Learners’ Writing Skills​

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How to use Coursebook Material to Assess Young Learners’ Writing Skills​

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ELAINE BOYD

COURSE CONSULTANT

OVERVIEW

This webinar is the first part of a two-part series which consider how to design assessment tasks in writing and how to evaluate those tasks. We will share strategies that are applicable to any classroom: whether you’re teaching face to face, online, or a combination of both.

Writing can be one of the hardest skills to acquire especially for young learners who can find writing cognitively demanding and may still be learning literacy in their first language(s). These young learners tend perform much better when they are given tasks which are familiar to them and in which they can demonstrate success. This session looks at how we can utilise and adapt coursebook materials to create tasks which allow us to assess young leaners’ progress and achievement in writing.

We will consider how we can adapt a variety of classroom activities, including those focused on grammar and vocabulary as well as the four skills and visuals to design writing assessment tasks which are meaningful to the young learner. We will also show how these tasks can be adapted to assess specific writing features as well as a more holistic approach.

ABOUT THE SPEAKER

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.

Assessing Young Learners Online

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Assessing Young Learners Online

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ELAINE BOYD

AUTHOR

OVERVIEW

When we are teaching online, we need to be able to check our students’ progress so that we can reassure them about their learning achievements and gather information on where they may need further support. The online learning environment allows us to explore different methods of formative assessment and gives us an ideal opportunity to develop students’ ability to self assess through intensive questioning and targeted feedback.

In this presentation, we will look at different ways of exploiting classroom material for assessment by using individual activities for multiple assessment purposes and how we can use deep questioning to gather evidence of learning progression.

ABOUT THE SPEAKER

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.

 

 

 

Preparing Young Learners for Exam Success: Assessing Speaking and Writing

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PREPARING YOUNG LEARNERS FOR EXAM SUCCESS:
ASSESSING SPEAKING & WRITING

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ELAINE BOYD
COURSE CONSULTANT

OVERVIEW

Young learners can often feel nervous or worried about assessments where they have to produce a piece of writing or to perform in an oral test. In this session, we look at the challenges these young test takers face and how to support them in overcoming these, so they feel relaxed, confident and able to give their best performance.

We will also examine the features of the assessment criteria used in speaking and writing tests and how we can use these to help prepare students for the tests. To conclude we’ll consider the kind of feedback we can give our students to encourage and enable them to improve their performances.

ABOUT THE SPEAKER

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.

Preparing Young Learners for Exam Success

WEBINAR LIBRARY
PREPARING YOUNG LEARNERS FOR EXAM SUCCESS

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ELAINE BOYD
COURSE CONSULTANT

OVERVIEW
Do your young learners need to take formal assessments? How do they feel about this? We know our students can often become worried and nervous when being assessed, which affects their performance. We can help by creating an environment in which our students can be relaxed and feel confident in any exam situation.

In this presentation, we’ll look at exactly what is being assessed in different exam tasks and offer strategies teachers can use to prepare young learners for those tasks and increase their confidence. We’ll also consider how we can assess speaking and writing activities and provide ideas for monitoring ongoing progression in order to help learners improve.

ABOUT THE SPEAKER
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 Ph.D. 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.