The bulk of the evidence the teacher requires should normally come from the first of these sources, the day-to-day activities in the classroom. Periodically, however, the teacher may use particular tasks to find out specific information. There may also be times when the teacher will wish to review the evidence of a pupil's progress, and will use techniques which can diagnose the cause of difficulties in learning. Additionally, standardized national tests from the catalogue produced by the Primary Assessment Unit will yield information on progress in aspects of reading and writing. In implementing a school policy on assessing language, it will be important to reflect an appropriate balance of approaches.

Selecting assessment procedures

The means of assessment listed below illustrate possible approaches available to the teacher. Note that not all of the procedures should be used, but only those which make a positive contribution to the pupil's learning. They should include occasions when pupils learn how to assess their own work and that of their classmates.

Day-to-day activities

Among regular activities which can provide the teacher and pupils with occasions for observing and assessing progress are the following, all of which relate to the Programmes of Study in Section 3.

Listening:

Occasions when the teacher is:

developing pupils' ability to listen in a group discussion;

encouraging involvement in listening to a text;

developing pupils' ability to predict on listening to stories;

developing pupils' ability to distinguish the main features of different kinds of texts;

developing pupils' familiarity with the language of listening/watching.

Talking:

Occasions when the teacher is:

developing pupils' ability to talk in group discussions;

developing pupils' ability to talk to the teacher or other pupils about a personal experience;

developing pupils' familiarity with the language of talk.