Assessing language learning at Key Stage 2

Marilyn Hunt, Associate Professor in Modern Foreign Languages (Teacher Education) at the University of Warwick, reports...

Professor Hunt presents her research examining progression and assessment in primary languages. Findings are based on case studies of schools piloting languages in 2003 - 2005, as part of the DCSF Local Authority Pathfinders initiative. What are the implications for developing effective teaching in primary languages?

Findings from the Pathfinder case studies

Initial research (Muijs et al, 2005) and subsequent Ofsted inspections (2005) reported that assessment in languages at KS2, including planning for progression within and across years, was generally underdeveloped. Teachers were more concerned about developing confidence in teaching language and enthusing learners about languages rather than assessing learners.

Indeed, in some cases there was some resistance to the notion of an imposed assessment scheme and a concern that introducing assessment would change the whole nature of primary languages. Teachers often justified the lack of action on assessment as anxiety about adding to teachers’ workload and the need to avoid putting too much pressure on staff and pupils.

Assessment generally included informal monitoring of class work and checking pupils’ learning, observing pupils’ participation, monitoring verbal output and checking on pupils’ understanding through the use of whiteboards and ‘show me’ techniques.

However, some formative assessment was evidenced. This included providing feedback to pupils’ responses to questions, sharing National Curriculum levels with pupils and explaining what a particular level represents, looking at pupils’ worksheets to provide feedback comments and self-assessment such as using ‘can do’ statements as an ongoing process. In a minority of schools there were examples of summative assessment as part of end of section, half-termly or termly assessments.

The picture regarding recording was equally diverse and patchy. Where there had been little emphasis on assessment, head teachers felt evidence could be extracted from planning, French books and reports. However, in some schools evidence of progression was achieved through pupil assessment folders to record ongoing achievements. For example, some schools used profile cards with child friendly ‘I can...’ statements, sections for children to complete such as ‘What we’ve learnt this term’ and ‘What we need to work on’ and information on how to progress from one level to another.

Self-assessment sheets were also used to record progress at different levels in the four skills as well as annual forms to record work covered. One school exemplified a well developed assessment and recording system whereby the coordinator kept assessment records for all pupils. In this school, the pupils all had individual portfolios of work.

Implications for developing good practice

Further development in progression and assessment in languages is vital so that pupils receive individual feedback on their performance, as in other subjects.

Coherent schemes of work form the basis of effective planning. They can play a significant role in consistent and effective primary languages provision by contributing to learners’ progression in the subject and teachers’ confidence when faced with, for example, staffing changes or illness. It benefits the subject’s coherence and status, especially to avoid repetition when pupils are working in vertical groupings.

Case studies of the successful use of the national recognition scheme and external assessment using Asset Languages at primary level are available on the Asset Languages website. However, we are yet to see its widespread use and the implications this has at secondary level. It is vitally important to build effectively on pupils’ achievements as they transfer to secondary school.

Suitable assessment methods for primary languages can add to more meaningful transfer data between KS2 and KS3 schools. Managing progression both within KS2 and through to KS3 is one of the key factors in determining the overall success of starting languages in primary school.

A fuller report of this research appears in Language Learning Journal's summer 2009 special issue: foreign languages in primary schools, part 1: Hunt, M. (2009). 'Progression and Assessment in Foreign Languages at Key Stage 2'. Language Learning Journal 37.2: 205-217.

References

• Muijs, D., Barnes, A., Hunt, M., Powell, B., Martin, C., Arweck, E. Lindsay, G. (2005). Evaluation of the Key Stage 2 language learning pathfinders. London, DfES.  Retrieved from www.dfes.gov.uk/research/data/uploadfiles/RR692.pdf
• Ofsted (2005). Modern Foreign Languages in Primary Schools (HMI 2431).  Retrieved from http://live.ofsted.gov.uk/publications/annualreport0304/subject_reports/primary/primarymfl.htm

About the author

Find out more about Marilyn Hunt, her research interests and experience by visiting her profile on the Warwick Institute of Education website.