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

By the same authors

Managing Oral and Written Data from an ESL Corpus from Canadian Secondary School Students in a Compulsory, School-Based ESL Program
Bell, P., Collins, L. & Marsden, E., 4 Jan 2022, The Open Handbook of Linguistic Data Management. Berez-Kroeker, A., McDonnell, B., Koller, E. & Collister, L. (eds.). MIT: MIT Press, p. 401-409 9 p.
Research output: Chapter in Book/Report/Conference proceeding › Chapter
Reproducibility and research integrity in applied linguistics
Bolibaugh, C. & Marsden, E., 9 Dec 2021.
Research output: Working paper
Prediction and error-based learning in L2 processing and acquisition: a conceptual review
Bovolenta, G. & Marsden, E., 9 Nov 2021, (E-pub ahead of print)
Article in Studies in Second Language Acquisition
Expectation Violation Enhances the Development of New Abstract Syntactic Representations: Evidence from an Artificial Language Learning Study
Bovolenta, G. & Marsden, E., 13 Oct 2021
Article in Language Development Research
Towards a credibility revolution in bilingualism research: Open data and materials as stepping stones to more reproducible and replicable research
Bolibaugh, C., Vanek, N. & Marsden, E., 27 Aug 2021, (E-pub ahead of print)
Article in Bilingualism: Language and Cognition

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

Author(s)

Natalie Finlayson
Emma Marsden

Department/unit(s)

Education

Publication details

Title of host publication	Learner-Centred Approaches to Language Assessment
Date	Accepted/In press - 8 Mar 2022
Publisher	Palgrave Macmillan
Editors	Sin Wang Chong, Hayo Reinders
Original language	English

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.

Bibliographical note

This 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

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By the same authors

Managing Oral and Written Data from an ESL Corpus from Canadian Secondary School Students in a Compulsory, School-Based ESL Program

Reproducibility and research integrity in applied linguistics

Prediction and error-based learning in L2 processing and acquisition: a conceptual review

Expectation Violation Enhances the Development of New Abstract Syntactic Representations: Evidence from an Artificial Language Learning Study

Towards a credibility revolution in bilingualism research: Open data and materials as stepping stones to more reproducible and replicable research