Mind the Gap: Assessing Grade 6 Chinese language learning

Abstract

The key problem for language study is the transition from primary to secondary school, when students lose interest because language learning is not taken into account. This issue has been linked to the decline of language study across North America and the UK, but even more so in Australia. This study investigates what information primary schools can realistically provide to secondary schools. The aim of this study is to explore teachers' current assessment experiences in Stage 3 in NSW and their perceptions of the challenges in assessing the range of primary school learners of Chinese. The data relies on an online survey. Participants included teachers across government, non-government, community language schools and the Chinese test centre in NSW. The data indicate the close relationship between assessment, teaching context, and educational background. This research explores the current attitudes to assessment and assessment practices and suggests the possible role of existing assessments in supporting teacher assessment of Stage 3 learners of Chinese in their transition to secondary school.