Assessment and Achievement

Assessment plays a key role in language learning and can help learners to develop a sense of achievement, progression and success.

This section explores Assessment and Achievement in relation to the following three, How are we doing? self-evaluation statements:

  • We assess learners’ progress in their language learning through assessments which are relevant and motivating, and which provide opportunities to apply skills in meaningful ways and deepen learning.
  • We engage our learners in all stages of the assessment process – planning assessment formats, developing strategies for success, and then collaboratively discussing assessment performance and next steps for learning.
  • We learn and assess through contexts which are authentic, meaningful, and relevant, supporting a positive ethos of language learning linked to wider skills and achievements.

Click on the links below to read more about key themes of Assessment and achievement and then use the How are we doing? statements to reflect on your current practice and explore your next steps.  Further reading and resources are also provided at the bottom of this page.

Assessment of language learning Planning assessment Wider achievement

Assessment of language learning

Assessment plays a key role in developing learners’ motivation and engagement in their language learning. This is backed up by research which indicates that learners’ motivation and attitude to language learning are both improved if they feel like they are making progress (Graham et al, 2016). It is critical therefore, that assessment is meaningful and contributes to an overall sense of progression and achievement.

In terms of learner motivation, we aim to develop assessments of language learning which:

  • Deepen the learner’s understanding of their own progress
  • Engage and motivate learners through a range of activities appropriate to their age and stage e.g. read instructions and build/draw the object, work with a partner to create a joint presentation on a topic
  • Develop opportunities for learners to lead, e.g choosing or designing their own assessments
  • Offer a choice of how learners demonstrate learning e.g. talking, writing, picture, ICT presentation etc.
  • Are meaningful, authentic, and clearly linked to learning
  • Develop wider skills and strategies for learning
  • Embed opportunities to reflect more deeply on their own learning, progress, and achievements
  • Provide authentic assessment activities e.g. through task-based learning which clearly link to, and demonstrate, the learning in question (e.g. application of skills, strategies and knowledge)

Task based learning is an approach where learning is developed around a specific theme linked to a task. This can help to create motivating learning assessment and is particularly useful when considering summative assessment of a topic or theme. For more information see Task Based Learning in the Contexts and Culture tile.

Language learning assessments have historically tended to focus on achieving accuracy in the target language.  Whilst there is always going to be a need for this, a balance needs to be struck between developing confidence and communication skills and accuracy. A key part of the language learning process is making mistakes, reflecting on these and correcting them with increasing independence and confidence. It can be useful therefore to also plan assessments which do not always insist on accuracy but rather focus on developing learners’ readiness to talk and respond in the language.

For more detail on language development in relation to accuracy, fluency, and complexity, see Languages Skills (link in Associated Sections at the bottom of this page).

Planning assessment

Green (2019) argues that the teacher gives learners carefully chosen tasks to assess their current strengths and areas for improvement. They then help them find the right tools to communicate more effectively and give advice on study strategies. Finding the best next steps for learning is cooperative: it involves discussion and trust between the teacher and learners, with a view to developing learners’ ownership of their learning.

Where assessment is planned in partnership with learners and enables them to see progression in their language learning, it can be highly motivating, enabling a greater sense of step-by-step success and achievement. A collaborative planning process between teacher and learner also offers an opportunity to explore language learning strategies which develop learner autonomy and confidence – with the aim to increasingly develop spontaneous language use and fluency (here defined as comprehensible use of the language, which isn’t necessarily completely grammatically accurate).  By working with learners to share learning intentions, plan success criteria and develop strategies for success, we empower learners to think creatively and more deeply around how they can achieve these goals.

When planning learning intentions, practitioners should seek to develop depth by integrating previous language learning into new learning contexts. This is reinforced when developed across breadth of language skills (e.g. reading, writing, talking, listening). Success criteria, co-created with learners, should also build on previous learning, and explore strategies which promote learner autonomy and ownership of their own learning. These can support practitioners and learners to move beyond models where the focus is on memorization, where language can be produced at the time but is quickly forgotten.

Some key considerations when planning assessment of languages might include:

  • Planning undertaken in partnership with learners e.g. agreeing success criteria, learning intentions, and exploring ideas and/or offering choice around learning and next steps
  • Building on prior learning and skills through the ongoing application of learning in new contexts
  • Assessment which promotes communication and fluency in use of language e.g. assessment of talking which builds in opportunities to use previously learned language
  • Constructive and meaningful feedback which contributes to a sense of momentum in learning
  • Embedding opportunities for learners to reflect upon progress

By creating a positive ethos of assessment which aims for improvement in language skills and in learner motivation, our assessments can be more useful for both teachers and learners and can play a key role in developing a sense of ongoing achievement and progress.

Wider achievement

Planning assessments linked to wider achievement contributes to a positive ethos of success and growth. Furthermore, this approach also reinforces key messages for learners around the useful application of language skills in real life contexts. Extending achievements in language learning to opportunities beyond the classroom provides exemplification for learners as to how language learning can be applied in a meaningful way and linked to a wide range of additional skills.

Key considerations include: 

  • Linking learning to wider skills and achievements e.g. employability, creativity, digital skills, outdoor learning, literacy or awards such as the Junior Award Scheme Scotland (JASS) award, John Muir Award or Duke of Edinburgh
  • Developing learning through meaningful and relevant contexts e.g. Eco Schools and the environment, Fair Trade, Rights Respecting Schools etc.

Languages can play a key role in developing wider achievement and some summary examples from Scottish schools are provided below.  More detail on all examples can be found in the Resources section at the bottom of this page.

  • Leadership development activities e.g. buddying multilingual learners with English as an Additional Language (EAL) new arrivals as a mentor, supporter and language buddy
  • Senior pupil language leaders who support primary or BGE classes with their language learning. This is commonly undertaken by S4 – S6 learners who attend primary schools or secondary BGE classes to support with or lead learning. There are examples from City of Edinburgh (Broughton High School) where a Senior languages leaders project was developed as part of the learners’ Baccalaureate project
  • Intergenerational initiatives – e.g. Learners sharing or leading language learning with care home residents or inviting retired groups into schools to share songs and language. Research has shown bilingualism to slow the presentation of diseases associated with cognitive loss such as dementia and Alzheimers (Bak & Alladi, 2014)
  • The John Muir Award can been developed in another language – an example for Mandarin has been developed by the Confucius Institute for Scotland’s Schools
  • The Eco Schools Flag award has a curricular component which can be developed to include language learning. Examples include a local biodiversity audit undertaken in the target language (e.g. We saw 10 butterflies), a litter/recycling campaign in the target language (e.g. anti-litter song, please recycle posters)
  • Junior Award Scheme Scotland award (JASS Award) – The “learn a new skill” aspect of the award could be linked to L3 learning e.g. Learning some Japanese and how to eat with chopsticks
  • Global Goals initiatives e.g. Working with a partner school to linked to the UN Global Goals for Sustainable Development such as Zero Hunger, Good Health and Well-Being, Climate Action etc.

How are we doing?

  • We assess learners’ progress in their language learning through assessments which are relevant and motivating, and which provide opportunities to apply skills in meaningful ways and deepen learning.
  • We engage our learners in all stages of the assessment process – planning assessment formats, developing strategies for success, and then collaboratively discussing assessment performance and next steps for learning.
  • We learn and assess through contexts which are authentic, meaningful, and relevant, supporting a positive ethos of language learning linked to wider skills and achievements.

Record your practice

Now you have researched the methodology and best practice in Assessment and Achievement it's time to record how you are doing. Download the interactive/printable PDF file which you can fill in digitally (or manually if you prefer) for your records and CPD.

Download the Assessment and Achievement self-evaluation PDF (192 KB)
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