20.500.12556/DKUM-35617 Comparative assessment of young learners' foreign language competence in three Eastern European countries This paper concerns teacher practices in, and beliefs about, the assessment of young learners' progress in English in three Eastern European countries (Slovenia, Croatia, and the Czech Republic). The central part of the paper focuses on an international project involving empirical research into assessment of young learners' foreign language competence in Slovenia, Croatia and the Czech Republic. With the help of an adapted questionnaire, we collected data from a non-random sample of primary and foreign language teachers who teach foreign languages at the primary level in these countries. The research shows that English as a foreign language is taught mostly by young teachers either primary specialists or foreign language teachers. These teachers most frequently use oral assessment/interviews or self-developed tests. Other more authentic types of assessment, such as language portfolios, are rarely used. The teachers most frequently assess speaking and listening skills, and they use assessment involving vocabulary the most frequently of all. However, there are significant differences in practice among the three countries. education assessment early learning young learners foreign languages foreign language learning vzgoja in izobraževanje ocenjevanje začetni pouk tuji jeziki učenje tujega jezika vzhodna Evropa primerjalne študije true true false Angleški jezik Slovenski jezik Članek v reviji 2012-06-07 11:52:32 2012-06-07 11:52:33 2024-02-09 09:24:24 2019-07-10 13:59:12 2009 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37(4/9) 16933384 0305-5698 URN:SI:UM:DK:KK1LOMTN http://dx.doi.org/10.1080/03055690802648531 1 https://dk.um.si/Dokument.php?lang=slv&id=46597 Pedagoška fakulteta 0 0 0