Tests for Young Learners

Reaction paper by; Licda: Sylvia Johnson S.


Why we have to test young language learners?, not everyone does it ; in Norway, for example, where the learning of English appears to be highly successful, children up to the age of thirteen are not formally tested in the subject.

The answer might be that we want to be sure that the teaching programme is effective, that the children are really benefiting from the chance to learn a language at an early age.

Why is testing rather than assessment by other means necessary?

There is a need for a yardstick, which tests give, in order to make meaningful comparisons.

Such testing provides an opportunity to develop positive attitudes towards assessment, to help them recognize the value of assessment.

Three general recommendations are,



Special effort be made to make testing an integral part of assessment, and assessment an integral part of the teaching programme.

( All three should be consistent with each), other in terms of learning objectives and, as far as possible, the kinds of tasks which the children are expected to perform.

Feedback from tests ( and feedback from assessment generally) should be immediate and positive. By this, its value will be maximized. By telling children not only what their weaknesses are but also what they have done well, the potential demoralizing effect of test is lessened.

Self assessment by children be made a part of the teaching programme.This will help them to develop the habit of monitoring their own progress. It should also allow them to take pleasure in what they are achieving.