Adapting the CEFR for the Classroom Assessment of Young Learners' Writing

Autor/in	Hasselgreen, Angela
Titel	Adapting the CEFR for the Classroom Assessment of Young Learners' Writing
Quelle	In: Canadian Modern Language Review, 69 (2013) 4, S.415-435 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.1705.415
Schlagwörter	Writing Evaluation; Classroom Techniques; Feedback (Response); Research Projects; Guidelines; Second Language Programs; English (Second Language); Educational Needs; Teaching Guides; Instructional Materials; Material Development; Indexes; Program Validation; Media Adaptation; Evaluation Methods; Evaluation Criteria; Teaching Methods; Foreign Countries; Workshops; Elementary Secondary Education; Lithuania; Norway; Slovenia; Spain + Suchen Sie Ihr Suchwort? Klassenführung; Forschungsvorhaben; Richtlinien; English as second language; English; Second Language; Englisch als Zweitsprache; Educational need; Bildungsbedarf; Lehrerhandbuch; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrmaterialentwicklung; Indexdatei; Medienverwendung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lernwerkstatt; Schulung; Litauen; Norwegen; Slowenien; Spanien
Abstract	This article concerns the contribution that feedback makes to valid classroom assessment of the writing of young learners (YLs), defined here as approximately 9-13 years old. It shows that a scale of descriptors adapted from the "Common European Framework of Reference for Languages" (CEFR; Council of Europe, 2001) can play a central role in this assessment. The article presents a research project, AYLLIT (Assessment of Young Learner Literacy), which developed a CEFR-based instrument and guidelines for teachers, to provide their pupils with feedback that may allow them to see progress and lead to further learning. It sets out the procedures followed in the project and examines the extent to which its outcomes enable teachers to give feedback that contributes to valid classroom assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10