• Summary
  • Contents
  • Subject index

The author reasserts the importance of children's relationships and communications with people who care about them, spend time with them, and share in the excitement of their developing languages and their investigations of literacy.


Although there are points in the school year when teachers make formal assessments of children's learning, there are rarely times when teachers are not assessing. They want to see signs of progress and monitor children's development in language frequently. Monitoring progress is a large and vital part of every teacher's role. This chapter begins by examining assessment in general and then describes a number of practical ways for assessing speaking, listening, reading and writing in the classroom.

The Framework for Assessment
Why Teachers Assess

Ideally there should be close links between assessment and teaching. Assessment is ‘an integral part of teaching and learning’ (SCAA, 1995) and ‘lies at the heart’ of the process of promoting children's learning (DES, 1988b). Collecting and analysing information and evidence about children's ...

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