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Equitable Assessment and Evaluation of Young Language Learners: Reflections From a Teacher Training Context

Equitable Assessment and Evaluation of Young Language Learners: Reflections From a Teacher Training Context

Poonam Anand, Starr Ackley
Copyright: © 2021 |Pages: 24
ISBN13: 9781799864875|ISBN10: 1799864871|ISBN13 Softcover: 9781799864882|EISBN13: 9781799864899
DOI: 10.4018/978-1-7998-6487-5.ch005
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MLA

Anand, Poonam, and Starr Ackley. "Equitable Assessment and Evaluation of Young Language Learners: Reflections From a Teacher Training Context." Teaching Practices and Equitable Learning in Children's Language Education, edited by Christina Nicole Giannikas, IGI Global, 2021, pp. 84-107. https://doi.org/10.4018/978-1-7998-6487-5.ch005

APA

Anand, P. & Ackley, S. (2021). Equitable Assessment and Evaluation of Young Language Learners: Reflections From a Teacher Training Context. In C. Giannikas (Ed.), Teaching Practices and Equitable Learning in Children's Language Education (pp. 84-107). IGI Global. https://doi.org/10.4018/978-1-7998-6487-5.ch005

Chicago

Anand, Poonam, and Starr Ackley. "Equitable Assessment and Evaluation of Young Language Learners: Reflections From a Teacher Training Context." In Teaching Practices and Equitable Learning in Children's Language Education, edited by Christina Nicole Giannikas, 84-107. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6487-5.ch005

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Abstract

This chapter discusses major contributions in research and professional assessment development and reviews key classifications in young language learner assessment (YLLA). Using the five-level metric (close, immediate, proximal, distal, and remote) by Ruiz-Primo et al., the authors classify assessments as curriculum aligned or non-aligned. Inequalities limiting access to learning and to opportunities for achievement (economic status, pre-primary education, digital environment) are linked to the five metrics. They review international examinations for YLLs (Cambridge, TOEFL, Pearson) and measure their alignment with an interactive and performative-enacted curriculum. Recommendations are given for separating external assessments as local or international in washback phenomena, for the inclusion of national assessment specialists in the research paradigm, and for greater attention to language assessment literacy in teacher training. The authors predict that increases in distance and digital learning will determine future forms of YLLA and exacerbate existing inequities.

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