ABSTRACT
Assessing spoken language includes not only the types of talk that might be expected – formative, informative, performative and reflective - but alsotalk behaviours and how these affect children’s oral fluency and assurance in the classroom. An outline of the value of group work includes suggestions of how to manageflexible classroom groupings. Assessments can be made for different purposes (formative, summative and diagnostic) and choices made about how, what, when and why to assess – and who does the assessments - will affect the kinds of assessment used to show progress. Assessments should be staged and systematic, using observations and video recording where appropriate and including the children in self- and peer assessment. Catering for a range of learners, including bilingual children (EAL) and those who experience difficulties with learning, is not as difficult as it may appear, since good practice for those groups is equally effective for mainstream learners. The Scale of Progression in Spoken Language offers a means of describing progress and achievement.
