Publication Details
Abstract
article presents an in-depth analysis of how to assess young learners’ English language skills, focusing on both formative and summative approaches. It outlines the process This of designing a diagnostic English test tailored for primary school students and highlights the significance of identifying learners’ language proficiency levels at an early stage. A range of instructional and assessment methods are discussed, emphasizing how they support language development.
The article explores how formative assessments can be used to provide continuous feedback and guide instructional adjustments, while summative assessments serve to evaluate overall achievement. The four core language skills—listening, speaking, reading, and writing—are each addressed, with specific techniques recommended for assessing them effectively. Additionally, the article underscores the importance of using assessment data to inform teaching strategies and enhance student learning. It is aimed at language teachers and education policymakers who are working to improve the quality of language teaching and assessment in primary education.