Assessing depth of word knowledge of beginner learners of French, German, and Spanish aged 11-14 in England

Natalie Finlayson; Emma Marsden

doi:10.1007/978-3-031-18950-0

Assessing depth of word knowledge of beginner learners of French, German, and Spanish aged 11-14 in England

Natalie Finlayson, Emma Marsden

Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This chapter focuses on the development of vocabulary achievement tests for young, beginner learners of French, German, and Spanish as foreign languages. Key challenges at this level include: (1) identifying test items that correspond to relevant aspects of word knowledge; (2) adapting the design of these items to the needs of school pupils; (3) ensuring parity across learners and languages; (4) designing flexible tests that can be completed both in-class and online. We describe our test purpose and relevant rationales, and present examples of items used in England’s National Centre for Excellence for Language Pedagogy (NCELP) tests, which are currently being piloted in some of NCELP’s 45 networked schools and beyond.

Original language	English
Title of host publication	Innovation in Learning-Oriented Language Assessment
Editors	Sin Wang Chong, Hayo Reinders
Publisher	Palgrave Macmillan
Pages	137-161
Number of pages	25
ISBN (Electronic)	9783031189500
ISBN (Print)	9783031189494, 9783031189524
DOIs	https://doi.org/10.1007/978-3-031-18950-0
Publication status	Published - 4 Mar 2023

Bibliographical note

© The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2023This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details

Access to Document

10.1007/978-3-031-18950-0

Finlayson & Marsden_2022_Vocab tests for beginner learners_Accepted 8 March_in Chong & Reinders (Eds.)Submitted manuscript, 574 KB

Cite this

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