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Results indicate that both national tests meet most EALTA requirements, with remaining concerns concentrated in test construct and testing procedure design that require re-assessment and potential revisions. The work outlines educational and assessment contexts, test administration details, formats, skills covered, and the intended use and stakeholder benefits of the instruments.","A Validation Study of the National Assessment Instruments for Young English Language Learners in Norway and Slovenia  \nKarmen Pižorn*1 and Eli Moe2  \n• This article is a validation study of two national large-scale tests that measure the language proficiency of 11/12 year-old English learners in Norway and Slovenia. Following the example of Alderson and Banerjee (2008), the authors of the article have employed the EALTA guidelines for good practice to validate the tests, and to formulate major recommendations for improvement of both assessment instruments, where feasible (Alderson & Banerjee, 2008) . The results of the validation study show that both national tests in English seem to fulfil most of the EALTA guidelines for good practice, although a few issues related to the test construct and test design procedures need to be re-assessed, and some changes may be required.  \nKeywords: national test, validation, English, EALTA guidelines for good practice  \n1 *Correspomding author. Faculty of Education, University of Ljubljana, Slovenia [karmen.pizorn@pef.uni-lj.si](karmen.pizorn@pef.uni-lj.si)  \n2 University of Bergen, Norway  \nŠtudija ugotavljanja veljavnosti dveh nacionalnih preizkusov znanja iz angleščine kot tujega jezika primlajših učencih na Norveškem in v Sloveniji  \nKarmen Pižorn* in Eli Moe  \n• Prispevek predstavlja študijo ugotavljanja veljavnosti dveh nacionalnih preizkusov znanja iz angleščine kot tujega jezika pri učencih, starih 11/12 let, na Norveškem in v Sloveniji. Po vzoru Alderson in Banerjee (2008) sta avtorici prispevka uporabili EALTA-smernice za dobro prakso zapreverjanje veljavnosti preizkusov ter oblikovanje ključnih in izvedljivihpredlogov za izboljšanje obeh sistemov vrednotenja (Alderson in Banerjee, 2008). Izsledki raziskave kažejo, da oba sistema vrednotenja dosegata zahteve EALTA-smernic za dobro prakso, kljub temu pa bi bilo trebanekaj elementov, povezanih z izvedbo in s postopkom preverjanja znanja, ponovno oceniti, saj bi bile mogoče potrebne določene spremembe.  \nKljučne besede: nacionalno preverjanje znanja, veljavnost, angleščina, EALTA-smernice za dobro prakso  \nIn 2000, Rea-Dickins highlighted the extent to which the teaching of foreign languages was no longer restricted to secondary education (Rea-Dickins, 2000). Twelve years later, a number of countries throughout the world had moved initial foreign language teaching from secondary to primary school or even to the pre-school level (Commission, 2008; Graddol, 2006) . Due to this intense activity associated with the teaching of foreign languages at an ever earlier age, the previous two decades have seen an increased focus on the research and development agenda for assessment at this level (Low, Brown, Johnstone,& Pirrie,1995; Mckay, Hudson, & Sapuppo, 1994; Edelenbos & Johnstone,1996; Breen et al.,1997; Leung & Teasdale, 1997; McKay, 2000, 2006; Brumen, Cagran,& Rixon, 2009). While many studies have examined the issues and implications arising from formative assessment of the young foreign language learner, only a few have been concerned with the issues related to the assessment of young foreign language learners using large-scale tests (McKay, 2006; Eurydice, 2009) .  \nThe objective of this paper is to validate two national foreign language tests for young learners (11/12 year olds) in two European countries by using the EALTA guidelines for good practice. This validation study demonstrates to what extent the tests fulfil their intended use and what benefits they may bring to the stakeholders involved in the foreign language learning and teaching process, as well as which limitations have to be considered carefully and openly.  \nBackground Information on Educational and  \nAssessment Contexts in Norway and Slovenia  \nChildren in both countries start school when they are six. Compulsory education is for ten years in Norway and nine in Slovenia. In Norway, students change schools between primary and lower-secondary levels, while in Slovenia ","cbCaigJ5M4KXpHRG","https://ap.wps.com/l/cbCaigJ5M4KXpHRG","pdf",227754,22,"English","en",105,"# Introduction and validation objective\n## Validation using EALTA guidelines\n# Background information on educational and assessment contexts\n## School starting age and compulsory education\n## English as a core subject\n## Administration of national tests and test format\n# Overview of the national tests in English\n## Table: Slovenia Year 6 test structure","[{\"question\":\"What is the main purpose of the validation study?\",\"answer\":\"To validate two national large-scale English language tests for young learners in Norway and Slovenia using the EALTA guidelines for good practice.\"},{\"question\":\"Which kinds of assessment issues are identified after validation?\",\"answer\":\"Both tests fulfil most EALTA requirements, but elements related to the test construct and the testing design procedures need re-assessment and possible changes.\"},{\"question\":\"What skills do the national tests assess, and do they include speaking?\",\"answer\":\"The tests cover listening, reading, writing, and aspects such as vocabulary and grammar depending on country; neither test assesses students’ speaking skills.\"}]","A Validation Study of the National Assessment Instruments for Young English Language Learners in Norway and Slovenia | PDF",1792086126,55,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":140,"head_meta":142,"extra_data":144,"updated_unix":79},"a-validation-study-of-the-national-assessment-instruments-for-young-english-language-learners-in-norway-and-slovenia","",{"@graph":87,"@context":139},[88,102,122],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":40,"@type":94,"position":99},"https://docshare.wps.com/document/research-report/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/a-validation-study-of-the-national-assessment-instruments-for-young-english-language-learners-in-norway-and-slovenia/598008/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":116,"encodingFormat":114,"isAccessibleForFree":117,"interactionStatistic":118},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/a-validation-study-of-the-national-assessment-instruments-for-young-english-language-learners-in-norway-and-slovenia/598008.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":119,"interactionType":120,"userInteractionCount":8},"InteractionCounter",{"@type":121},"ViewAction",{"@type":123,"mainEntity":124},"FAQPage",[125,131,135],{"name":126,"@type":127,"acceptedAnswer":128},"What is the main purpose of the validation study?","Question",{"text":129,"@type":130},"To validate two national large-scale English language tests for young learners in Norway and Slovenia using the EALTA guidelines for good practice.","Answer",{"name":132,"@type":127,"acceptedAnswer":133},"Which kinds of assessment issues are identified after validation?",{"text":134,"@type":130},"Both tests fulfil most EALTA requirements, but elements related to the test construct and the testing design procedures need re-assessment and possible changes.",{"name":136,"@type":127,"acceptedAnswer":137},"What skills do the national tests assess, and do they include speaking?",{"text":138,"@type":130},"The tests cover listening, reading, writing, and aspects such as vocabulary and grammar depending on country; neither test assesses students’ speaking skills.","https://schema.org",{"og:url":101,"og:type":141,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":143,"canonical":101},"index,follow",{"doc_id":61,"site_id":75}]