Constantine the Philosopher Unoversity in Nitra

Faculty of Education
Department of Language Pedagogy and Intercultural Studies

Assessment and Evaluation

in Primary and Preprimary
Education

Peter Fabian
Daniela Sordov

Difference
Assessment

Evaluation

Designed to measure the

performance of an
individual or product
To provide documentation
of growth and development,
give feedback
Create plan of action for the
future teaching and
learning
Not judgemental
Tailored to the individual
FEEDBACK FROM THE
STUDENT TO THE
TEACHER

Focuses on determing the

success of performance,
product, or set of skills
To judge and document
achievment level in
individuals or products
FEEDBACK FROM THE
TEACHER TO THE
STUDENT

Preprimary (no)Assessment and

(no)Evaluation
You should:
Motivate
Encourage
Praise
Form positive attitude
to language

Applause
Stickers
Good points ( Bad
points?)
Sweets
Certificates

Primary Assessment and

Evaluation
Main principles:
Evaluate current topics
Practise a lot
Give students enough
time
Evaluate only what is
asked in the task
State what you want to
evaluate
Motivate!!!

Evaluation methods

Written tests
Authentic assessment
Self/Peer assesment
Language portfolio

My language work
My projects
I can
My tests
Reading diary
Awards/Penalties

Language skills evaluation

CEFR
ttny vzdelvac
program

Listening
Speaking
Reading
Writing
Vocabulary

Language skills evaluation

1st -2nd year elementary school
problematic
adaptational phase forming
attitudes toward foreign language
Rules:
Encourage - focus on positive aspects
Consider that each student is an individual
Important to observe, measure progress
3rd 4th possible to set criteria for
evaluation
5th after finishing it - level A1

Listening
3rd-year students
Recognize basic words and sentences
Understand basic instructions from the teacher,
nursery rhymes and songs used in classroom.
4th-year students Understand - longer instruction, short dialogue,
the main idea of a story told by teacher
Emphasis on ability to guess the meaning of new
words that they hear
Control activities check understanding

Speaking
3rd-year students Reproduce a world used by the teacher correctly
Answer simple questions
Name familiar things, people, objects, animals
Reproduce a phrase /short text
Reproduce songs, nursery rhymes
Take part in a short conversation (2-3 sentences)
4th-year students
asking simple questions
starting simple conversation (e.g. in a shop)
Emphasis on pronunciation of the most frequent
words that will be the part of active vocabulary.

Reading
3rd-year students Read and understand - simple words,
familiar sentences, songs, nursery
rhymes
Matching words with pictures
4th-year students Read and understand -short text in a
textbook
Finding key words in a text
Emphasis on ablitiy to guess meanig of
new words form the context

Writing
3rd-year students:
Rewrite isolated words, selected
sentences, phrases or simple short texts
without error
Write three sentences with the help from
teacher
4th-year students:
Writing - short text (topic of intereste.g.
in a project), short greeting card or letter
Evaluation of projects, portfolios,
notebooks

Vocabulary
Attention on spelling
Wrong evaluation procedure
Translation
Right procedure - Mind maps

Evaluation of students' dictionaries

Conclusion
- Evaluation to some extent always
subjective
- Important to evaluate each skill
separately
- Keep in mind the age of the learners
- Grades should not be the only thing
that are important for learners

Thank you for your attention