Unfortunately we can't travel to Sydney this year, but we are planning a week of events to bring all IH Directors together online. Further details to be announced.Read More
IH Young Learner Assessment – Online Seminars 2018
26 October 2018
On Friday 26th October 2018, we will hold our first Young Learner online seminar day with the theme of YL Assessment, Feedback and Parent/Guardian Involvement.
Accompanying this interesting day of interactive seminars is a report on Young Learners and Assessment written by Xana de Nagy, IHWO Young Learner Advisor, available here.
Within its pages, she explores:
- Why is it important to assess Young Learners?
- What are the challenges of assessing Young Learners and how can they be addressed?
- What role do parents and guardians play in the assessment process?
In June 2018, we asked these questions (and more) to the experts in teaching Young Learners across the IH network. The result is a fascinating report which details the feedback we gathered from more than 40 schools, with analysis and reflection on the theory and best practice behind YL assessment. The report also looks at the different approaches to assessment across the IH network, as well as identifying ways in which we can further develop our practices and innovate in this area.
Please find a copy of the report here.
Seminars will take place between 10.00 – 14.00 UK time (BST)
This is an online event accessible via Adobe at this link.
Instructions for how to access the event are here.
|10.00 – 10.20||
The YL Assessment Survey and Report – Xana de Nagy, IHWO Young Learner Advisor
A quick overview of what has been done so far, highlighting some of the more relevant results and a look at where we can go from here.
|10.30 - 11.00||
Testing Times – Ideas for Formative Assessment in the YL classroom – Jennifer Veit and Lucie Cotterill, IH Reggio Calabria
With parents becoming increasingly keen to see their children progress through the CEFR levels, more pressure is being put on teachers to provide evidence of learning through tests and assessment. In this session, we will be looking at some practical ideas for assessing young learners throughout their course in a positive and engaging manner.
|11.10 - 11.40||
Why don't we just ask them? – Lisa Wilson, IH Palermo Language Centre
'Needs Analysis' is often the first thing we think of when we get a new adult 1-2-1 student, and one of the first questions we tend to ask our adult groups is 'Why are you studying English?' in an attempt to find out more about our new groups' needs. But when it comes to YLs, figuring out exactly what those needs are can present us with a whole series of new challenges; Do they know what they need? If they know, can they express it? If they express it, can we meet it? This talk takes the form of a short journey through recent adventures in this field of conducting needs analysis with 8-10 year olds.
|11.50 - 12.20||
'Too young to be tested, too young to be assessed? Assessment and progress in very young learners' – Anka Zapart, IH BKC Moscow
VYL teachers face quite a few challenges when it comes to assessing their students. Formal assessment is not quite an option because the students cannot read or write and there is also a question of whether this assessment should involve only the language skills or should the cognitive, social or motor skills be included in it, too? And how to do it?
In this webinar, I am going to present different ways of assessing the
|12.30 - 13.00||
Continuous Assessment – a Means to an End – Diana England, IH Torres Vedras/Lisbon
This session shows how we use classroom and homework tasks as a means of continually assessing our Young Learners. You’ll see the type of things we use to assess students, the grids we use to document results, and how we use these at the end of each term to show parents / caregivers a rounded evaluation of their progress and abilities
|13.10 - 13.40||
Easy as ABC? An assessment case-study – Andy McNeish, IH Madrid
You went to school to learn girl
ABC, Easy as 1-2-3
(The Jackson 5)
In 2012, IH Madrid Young Learner's Department changed the way we did YL assessment away from end of unit tests to something called ABC assessment. We did this to try and make our YL assessment more effective in helping to improve our YL Learners' skills and to adapt to the (then) relatively new demands of the CEFR and (Cambridge) YL exams. And also because The Director thought it sounded good. So, what is ABC assessment and, more importantly, does it work? I'll be answering those questions and telling you what we learned at our school.
We look forward to welcoming you on October 26th!