Dr Jane Jones, Head of MFL Teacher Education at King's College London discusses Assessment for Learning and its significant contribution to solving the primary languages assessment 'dilemma'... 

The emotional response in teachers that the assessment dilemma in early language learning generates is almost unparalleled. Similar feelings used to be engendered by the use of the target language, until the majority adopted a flexible and pedagogically sound optimal approach. 

Types of assessment
It is important to rid ourselves of extreme views about assessment. On the one  hand, these might exclude any kind of formal assessment because it might ‘spoil’ learners’ enjoyment. On the other hand, we must resist summative testing that would impose straightjackets and not indicate potential for learning.

Formative assessment in the practical implementation of an Assessment for Learning (AfL) approach looks forward, even when in reviewing past achievement. The aim is to provide feedback which will enable the learner to know the next steps for progression.

Embedding
Assessment is fully embedded into the learning and teaching process when learners are involved in assessing their own work and that of their peers and see this as a learning opportunity. Dialogue and talk both in and about the language, when appropriate, are crucial to formatively rich language learning.  Teacher talk, to guide, interrogate and stimulate, and pupil talk are both vitally important as pupils develop their oral skills and their strategies and metacognition about how they learn.

A portfolio approach
A portfolio in whatever shape or form (text, audio, visual) focuses on the importance of the learning process, rather than the formula. It can chart pupils’ progress in terms of work covered right from the earliest learning in school and can become an ongoing record of conceptual learning, reflection and efforts. Furthermore it can contain work that pupils are proud of - something pupils tell me they would like.

A portfolio can provide summative information, benchmarks and outcomes that are useful for teachers at the next stage. This becomes especially important for primary to secondary transition. The very flexibility of the portfolio, based on the inherent nature of reflecting the process and progress of the learning, allows teachers to take leadership on this within the languages community of practice. It also means that a portfolio can accommodate any external requirement for reporting.

A solution?
Developing this approach certainly requires time and collaboration between all colleagues concerned. However, the outcomes of these joint conversations could be hugely beneficial, especially if pupils contribute too. They could lead to an assessment solution that does not disrupt but instead complements and enhances language learning in the primary classroom.