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CONSEIL

DE L"EUROPECOUNCIL

t h eCommonEuropeanFrameworkofReference f o rLanguages A n g e l A s E u ropeanFrameworkofReferenceforLanguages A n g e l http://www.coe.intISBN978-92-871-7155-9

1100 // 2200 UUSS$$ http://book.coe.int

C o u n c il of Europe PublishingThis publication is targeted at:

Primary school teachers

Teacher educators

People involved in language assessment

P r i m a r y school teachers are increasingly faced with the task of assessing the l i t eracy of pupils in a language other than a pupil`s mother tongue. The hand- book presents practical issues and principles associated with this assessment. T he section on writing also contains a step-by-step guide for training teachers in t he use of the material. T e a chers will find tips for how to get pupils to write, how to assess their writ- i ng and how to give feedback. This is illustrated by pupils' texts and teachers' c omments. In addition, the project website contains downloadable material for a s s essing writing. Samples of pupils' writing across a range of levels are provi- ded exemplifying how to use the proposed material, with comments demon- s t r a t i ng how the assessment can be used as a basis for feedback to the pupils. F o r further information and materials relating to this publication, visit the website: http://ayllit.ecml.at T h e C o uncil of Europe has 47 member states, covering virtually the entire continent of Europe. It s e e k s to develop common democratic and legal principles based on the European Convention on H u man Rights and other reference texts on the protection of individuals. Ever since it was founded in 1 9

49, in the aftermath of the second world war, the Council of Europe has symbolised reconciliation.

AYLITT E 11_print.qxd:Cover_V1 26.08.2011 18:58 Uhr Seite 1

PROMOTING EXCELLENCE IN LANGUAGE EDUCATION

T h e European Centre for Modern Languages (ECML) is an "Enlarged Partial Agreement" o f the Council of Europe to which thirty-four countries subscribe 1 T h e institution focuses o n bridging the gap between language policy theory and classroom learning practice. I n a period of unparalleled change and m o bility, the Centre offers concrete approaches to i s s ues and challenges facing Europe"s culturally diverse societies. T h e Centre seeks to make a positive difference to the language education profession by: promoting innovative approaches; a dvancing the quality of teaching and learning languages; s upporting the implementation of language education policies; fo s tering dialogue between language education practitioners and decision makers. E CML activities are complementary to those of the Council of Europe"s Language Policy D ivision, responsible for the development of policies and planning tools in the field of l a nguage education and the Secretariat of the European Charter for Regional or Minority L a n guages. The p resent series of publications results from the ECML 2008-2011 programme, entitled E mpowering language professionals: Competences - Networks - Impact - Quality. The p rogramme has taken place against a backdrop of major international political developments in the sphere of education, where increasing demands are placed on the professionalskills o f teachers. The profession is expected to contribute to national education reform processes a n d face a wide range of challenges relating, among others, to standard-linked tuition, r e s ult-oriented assessment, greater autonomy of educational institutions and increasing e t hnic and cultural heterogeneity among students. T h e pub l i c a tions illustrate the dedication and active involvement of all those who partici- p a t ed in a series of 24 international projects, particularly the teams who coordinated the p r ojects. A ll ECML publications and accompanying materials are available for download: h ttp://www.ecml.at/publications.1 T h e

34 member states of the Enlarged Partial Agreem

e n t of the ECML are: Albania, Andorra, Armenia, A u s tria, Bosnia and Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, Estonia, Finland, France, G

ermany, Greece, Hungary, Iceland, Ireland, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta,

M ontenegro, Netherlands, Norway, Poland, Romania, Slovak Republic, Slovenia, Spain, Sweden, S witz

erland, "the former Yugoslav Republic of Macedonia", United Kingdom (status 30 June 2011).AYLITT E 11_print.qxd:Cover_V1 26.08.2011 18:58 Uhr Seite 2

Assessment of Young Learner Literacy Linked to

the Common European Framework of Reference for Languages Natàlia Maldonado Martín and Karmen Pižorn

European Centre for Modern Languages

Council of Europe Publishing

French edition:

Evaluation des compétences d'écriture et de lecture des jeunes apprenants en relation avec le Cadre européen commun de référence pour les langues

ISBN: 978-92-871-7154-2

The opinions expressed in this work are the sole responsibility of the authors and do not necessarily reflect the official policy of the Council of Europe. All rights reserved. No part of this publication may be translated, reproduced or transmitted in any form or by any means, electronic (CD-Rom, Internet, etc.) or mechanical, including photocopying, recording or any information storage or retrieval system, without prior permission in writing from the Public Information Division, Directorate of Communication (F-67075 Strasbourg Cedex or publishing@coe.int).

Cover: Georg Gross

Layout: Stenner Medienproduktion

Copy-editing: Robert Blackwell

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Council of Europe Publishing

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European Centre for Modern Languages / Council of Europe

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ISBN: 978-92-871-7155-9

© Council of Europe, 2011

Printed in Austria

3

Table of contents

Acknowledgements 5

1. Introduction 7

1.1 What is AYLLIT? 7

1.2 Who is AYLLIT for? 7

1.3 What was the reason for AYLLIT? 8

1.4 Why the link with the CEFR? 9

1.5 Who has participated and what has been done? 11

2. The assessment of young learners (YL) writing 17

2.1 The assessment of YL literacy 17

2.2 Writing in the upper primary school 18

2.3 The assessment of writing: teachers' needs 19

2.4 The development of material and methods in the project 21

2.5 Using the material and methods in the classroom 26

2.6 Giving workshops in assessing writing 32

3. Assessment of YL reading 35

3.1 Reading in the upper primary school 35

3.2 The assessment of reading: teachers' needs 38

3.3 Development of material and methods in the project 40

3.4 Using the material and methods in the classroom 44

4. Conclusion 49

References 51

About the authors 55

5

Acknowledgements

The AYLLIT project has not sought to "reinvent the wheel", but rather to tweak it a bit so that it is better suited to carry young language learners smoothly on their way to literacy, aided by good assessment and feedback practices on the part of their teachers. Without a wealth of others' research, documentation and materials to use as a spring- board, we could not have achieved what we have at the end of our three-year project life. However, there are a lot of individuals and institutions who have contributed greatly to the project since it began. One of the first was Pearson Longman, soon to be matched by Cambridge University Press, in their generosity in sending sets of graded readers, without charge, for use in all the project schools. We also are indebted to the participants at our central workshop - they worked so hard and enthusiastically, enabling us to put our material and methods through their toughest test. Professor Sauli Takala, our project consultant, guided us through the workshop, making it a learning experience for us all. We also have to thank those participants who were prevented from attending a network meeting in April 2010 by the volcanic ash cloud, and who sportingly took part in an online survey, taking us a bit further on our way. We also want to say a big "thank you" to the entire staff of the ECML. They gave us lovely working conditions, knowing just when to give us help and when to leave us alone, and made trips to Graz a real pleasure. But of course, our greatest debt of all is to those children and their teachers in classes at Escola Esteve Barrachina (Spain), Osnovna Sola Braslovce (Slovenia), Kauno (Norway). They gave us their time and best efforts throughout the project, doing what we asked with remarkable tolerance, and even giving the impression that they were enjoying it. We hope they did. Without their co-operation, there would have been no

AYLLIT project.

This publication is the result of a project of the European Centre for Modern Languages entitled ìAssessment of young learner literacy, linked to the Common European Framework of Reference for Languagesî (AYLLIT). Frequent reference is made in the text to the project/publication through its acronym AYLLIT. For further information and materials relating to this publication, visit the website http://ayllit.ecml.at 7

1. Introduction

In this section five questions will be addressed, to shed light on the AYLLIT project:

What is AYLLIT?

Who is AYLLIT for?

What was the reason for AYLLIT?

Why the link with the CEFR?

Who has participated and what has been done?

1.1 What is AYLLIT?

AYLLIT - Assessment of Young Learner Literacy Linked to the Common European Framework of Reference for Languages (CEFR) - is a project which, between 2008 and 2011, has carried out a longitudinal study to investigate the writing and story- reading of young learners (YL), roughly between 9 and 13 years old. Its aims have been to produce material and guidelines for methods which teachers can use to describe and establish the level of pupils' writing and story-reading as they progress, linked to the CEFR.

1.2 Who is AYLLIT for?

AYLLIT is for teachers who teach a foreign or second language as a subject or who are dealing with pupils whose first languages are not those used in the mainstream schooling. Indirectly, it is also for teacher educators, or others who wish to have a greater insight into assessing the literacy of young learners - who, we hope, are the main beneficiaries of the project. 8

1.3 What was the reason for AYLLIT?

There were numerous reasons for AYLLIT, the main ones of which can be summed up as follows: In order to carry out essential formative assessment in the classroom, teachers need to be equipped with criteria for judging pupils' performance and progress, which in turn should be the basis for feedback (Wiliam 2009; Clarke 2005). While most assessment of younger learners is formative, teachers are sometimes expected to carry out summative assessment, for example, in the case of newcomers to a class/country, or when pupils are entering a new school stage. This requires that teachers are able to estimate the "level" of a pupil's languagequotesdbs_dbs14.pdfusesText_20