Assessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum

This article discusses an action research project that took place during the author's second year of teaching English as a foreign language. During the course, the author/teacher was given the responsibility of introducing English as to a group of beginning young language learners (first grade...

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Autor principal:	Anna Maria Cañete Outeiral
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2014
Materias:	Action Research assessment rubrics language teaching Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/d2ce80df98694fcbb9f92b76714e5803
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spelling	oai:doaj.org-article:d2ce80df98694fcbb9f92b76714e58032021-11-25T13:22:28ZAssessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum10.5565/rev/jtl3.5562013-6196https://doaj.org/article/d2ce80df98694fcbb9f92b76714e58032014-02-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/556https://doaj.org/toc/2013-6196 This article discusses an action research project that took place during the author's second year of teaching English as a foreign language. During the course, the author/teacher was given the responsibility of introducing English as to a group of beginning young language learners (first graders; ages five to seven). Following a few months of teaching, the author detected the need to develop better strategies for the assessment of the pupils’ oral skills. This led to the subsequent steps of designing and implementing an Action Research (AR) project the following aims: to find an assessment system that worked well for the author/teacher, that provided clear evidence of the learners' improvements in their communicative competence and that matched the objectives as stated in the national curriculum for foreign language teaching and learning. This article will describe and discuss the design and outcomes of the AR. Anna Maria Cañete OuteiralUniversitat Autònoma de BarcelonaarticleAction Researchassessmentrubricslanguage teachingSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 7, Iss 1 (2014)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	Action Research assessment rubrics language teaching Special aspects of education LC8-6691 Language and Literature P
spellingShingle	Action Research assessment rubrics language teaching Special aspects of education LC8-6691 Language and Literature P Anna Maria Cañete Outeiral Assessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum
description	This article discusses an action research project that took place during the author's second year of teaching English as a foreign language. During the course, the author/teacher was given the responsibility of introducing English as to a group of beginning young language learners (first graders; ages five to seven). Following a few months of teaching, the author detected the need to develop better strategies for the assessment of the pupils’ oral skills. This led to the subsequent steps of designing and implementing an Action Research (AR) project the following aims: to find an assessment system that worked well for the author/teacher, that provided clear evidence of the learners' improvements in their communicative competence and that matched the objectives as stated in the national curriculum for foreign language teaching and learning. This article will describe and discuss the design and outcomes of the AR.
format	article
author	Anna Maria Cañete Outeiral
author_facet	Anna Maria Cañete Outeiral
author_sort	Anna Maria Cañete Outeiral
title	Assessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum
title_short	Assessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum
title_full	Assessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum
title_fullStr	Assessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum
title_full_unstemmed	Assessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum
title_sort	assessment of young language learners: using rubrics to bridge the gap between praxis and curriculum
publisher	Universitat Autònoma de Barcelona
publishDate	2014
url	https://doaj.org/article/d2ce80df98694fcbb9f92b76714e5803
work_keys_str_mv	AT annamariacaneteouteiral assessmentofyounglanguagelearnersusingrubricstobridgethegapbetweenpraxisandcurriculum
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Assessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum

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