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In:Early Language Education in Instructed Contexts: Current issues and empirical insights into teaching and learning languages in primary school
Edited by Stefanie Frisch and Karen Glaser
[Language Learning & Language Teaching 62] 2025
► pp. 20–42

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Chapter 2
Child-centered assessment research and practice

Current issues

 | University of Pennsylvania
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Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.

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Published online: 22 May 2025
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https://doi.org/10.1075/lllt.62.02but
Article outline
  • 1.Introduction
  • 2.Background
    • 2.1Child-centered approaches to research: Research with children
    • 2.2Child-centered approaches in early childhood education
    • 2.3Learner-centered language teaching for adults: Implications for children
    • 2.4Child-centered assessment
  • 3.Insights from previous research
    • 3.1Children’s Language Assessment Literacy
    • 3.2Giving children greater autonomy: Self-assessment
      • 3.2.1Letting children be familiar with self-assessment gradually
      • 3.2.2Inviting children to set goals and criteria for self-assessment
      • 3.2.3Using self-assessment to stimulate children’s motivation,
        self-confidence, and self-regulation
      • 3.2.4Providing constructive feedback
    • 3.3Making use of children’s experience: Digital technology in assessment
      • 3.3.1Game-based classroom assessment
      • 3.3.2E-portfolio
      • 3.3.3Considerations when using digital technology
  • 4.Conclusion
  • Notes
  • References
References (69)
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