GALW: Generative Assessment for Learning Welsh - A theoretical framework and proposed specification of a digital formative assessment tool for use in English medium primary schools

Russell, Peter 2025. GALW: Generative Assessment for Learning Welsh - A theoretical framework and proposed specification of a digital formative assessment tool for use in English medium primary schools. [Technical Report]. Cardiff University.

Preview

PDF - Published Version Download (2MB) | Preview

Abstract

This document serves two key purposes, to outline the structure of the Generative Assessment for Learning Welsh (GALW), and to provide the theoretical basis for that structure. The GALW has been developed in response to a scoping study exploring current Welsh language assessment practice in English medium schools, seeking to address many of the challenges identified. In the initial chapter the main purposes, context, and scope of the assessment are explored. This is followed in chapter 2 by a detailed appraisal of the objectives of the assessment, with reference to the specific language constructs targeted, and the alignment of the GALW with broader measures of linguistic competency, such as the CEFR. Chapter 3, explores the characteristics of the target population, and considers how individual learner profiles interact with the assessment format and content. These initial three chapters form a contextual foundation upon which the assessment design is built, and against which it is appraised. Chapter 4 explains the specific features of the assessment design including its structure, delivery, and outputs. Chapter 5, concerns the source and curation of assessment content, including the relationship between the GALW and the WLC, and the development and refinement of distractors. Chapter 6 explores the validation process for the assessment, isolating cognitive, context, construct, consequence and scoring validity, and considering the way in which validation is considered in the assessment design, and its iterative refinement. Chapter 7 focuses on the scoring and feedback elements of the assessment beyond the remit of validity, including the presentation and interpretation of scores for learners, teachers and researchers.

Item Type:	Monograph (Technical Report)
Date Type:	Publication
Status:	Unpublished
Schools:	Schools > Social Sciences (Includes Criminology and Education)
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education
Publisher:	Cardiff University
Date of First Compliant Deposit:	16 July 2025
Last Modified:	24 Jul 2025 11:06
URI:	https://orca.cardiff.ac.uk/id/eprint/179869

Actions (repository staff only)

Edit Item