TKT Yl Young Learners Part 4 Purposes of Assessing Learning PDF
TKT Yl Young Learners Part 4 Purposes of Assessing Learning PDF
TKT Yl Young Learners Part 4 Purposes of Assessing Learning PDF
Trainers notes
Description
This session looks at different types of informal assessment and specifically at the purposes
of assessing learning, as well as the content and format of the TKT: YL test. Participants
work with various task types including a True/ False and an information gap activity.
Time required:
Materials
required
45 minutes
Participants worksheet 1 (1 copy for each participant)
Participants worksheet 2 (A and B) (one copy for each participant)
Aims:
to familiarise participants with the format, content and task types of TKT: YL Part 4
to consider purposes of informal assessment and different ways of
assessing learning
to share classroom knowledge and experience
Procedure
1. Before the class, copy the Participants Worksheets. Cut Participants Worksheet
2 into two parts, 2A and 2B, so that there is one copy of 2A for half the class and one
copy of 2B for the other half of the class.
2. Elicit or make the following points about TKT: YL:
children at this age are at different stages of their development and come to
class
with varying levels of English, so groups can have mixed abilities
this session focuses on purposes of different types of classroombased assessment and reflects learners needs related to
different stages of development and levels of English.
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
in plenary to share classroom experience and practice. Point or elicit the following
about progress and achievement:
5. (15 minutes) Give out Participants worksheet 1. Participants work in pairs to read
some statements about the purposes of assessing learning, some of which are true
and some of which are false. Participants identify which are true or false before
checking their answers with another pair.
6. Feed back in plenary (see Key below).
7. (10 minutes) Participants either continue to work in their pairs, or in groups of four.
They should write a correct statement to replace the false ones. Feed back in
plenary, asking volunteers to read out their corrected statements (see Key below for
examples).
8. (optional: this step can be omitted if already covered in other sessions) Put
participants into pairs, sitting back to back. Give out Participants worksheet 2A to
one member of each pair and Participants worksheet 2B to their partner. They
complete the information gap activity about the format and content of the TKT: YL
test. Pairs check answers with each other if necessary (see Key below).
9. (5 minutes) Round up to review and summarize main points covered. Ask
participants:
What is covered in Part 4 of the test? (The title of Part 4 is assessing young
learner learning through classroom-based assessment , which covers informal
assessment and includes:
purposes of assessing learning
focuses of assessing learning
acting on assessment evidence)
What have they learnt about the TKT: YL test in this session? (Participants
learn different things depending on their own experience and knowledge gaps)
How can they prepare for this part of TKT: YL? (Candidates can do the
following:
plan different types of informal assessment to support teaching and
learning in their own situation
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
Additional information
Participants can do the Teaching Resources activities for TKT: Task types 1 4 and
TKT: YL Part 4 Focuses of assessment and TKT: YL Part 4 Acting on assessment
evidence for more information on the test format and content.
https://www.teachers.cambridgeesol.org/ts/teachingresources
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
Example
Note: These are points covered on the TKT: YL syllabus (see Handbook). Other
reasonable examples which fit with purposes of assessment can be added to the list.
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
There are 4 question types including 3/4/5 ratio matching, 3 option multiple
choice, odd one out and 1-1 ratio matching.
The first part covers childrens learning and development and the second
focuses on planning and preparing lessons.
The third and fourth parts cover young learner teaching strategies and
Assessment.
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
Children are good at giving feedback about different topics on the syllabus.
Identifying progress by using checklists of language items which the teacher ticks or
comments on distracts children when they are working.
Asking the class to rank animals in size from biggest to smallest shows achievement
in developing cognitive strategies.
Doing simple reading games at word level such as odd one out identifies progress in
learning strategies.
Asking children to review their work before handing it in gives feedback on progress
in language learning.
10 Gaining feedback on the effectiveness of teaching methods is not a valid reason for
assessing learning.
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
A
1
There are 4 question types including 3/4/5 option matching, 3 option multiple choice,
odd one out and 1-1 ratio matching.
There are
The first part covers childrens learning and development and the second focuses on
Planning and Preparing lessons.
to do each question.
and assessment
B
1
There are
Candidates have
There are
question types including ratio matching, multiple choice,
odd one out and 1-1 ratio matching.
The first part covers childrens learning and development and the second focuses on
.
The third and fourth parts cover young learner teaching strategies and assessment.
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo