Task-based language assessment (TBLA) is a way of providing information about language learning in authentic settings. Not only does it present language learners with a meaningful and embedded context of assessment but also promotes communication in the target language. Within the framework of TBLA, this study aims to integrate the 4 th grade language testing into language learning process through ILTPY (Integrated Language Testing Program for Young Learners). ILTPY includes ten-unit assessment tasks which have been developed in accordance with the young learners’ characteristics and the 4 th grade curricular objectives at state primary schools affiliated with the Ministry of National Education (MoNE) in Turkey. In order to test the effectiveness of ILTPY, two-unit assessment tasks were employed in the 4 th grade classrooms. At the end of the two-unit implementation, follow-up interviews were conducted with the students and teachers in order to understand the influence of ILTPY on language learning process. The study findings show that the assessment tasks in ILTPY significantly increased the level of language attainment in the 4 th grade . The two-unit implementation motivated a majority of language learners by offering them to reinforce what they had learnt. The students’ increasing enthusiasm and participation, and the opportunity for professional development motivated most of the language teachers to teach English and assess the students as emphasized in ILTPY. However, task development and implementation were regarded as the demotivating factors in view of practicality. The assessment tasks mostly met the young learners’ needs of assessment, but they should be supported with more visuals and technology. Finally, it is considered that ILTPY generally affected language learning positively.

中文翻译：

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将基于任务的语言评估整合到年轻的课堂中

基于任务的语言评估（TBLA）是一种提供有关在真实设置中进行语言学习的信息的方法。它不仅为语言学习者提供了有意义的，嵌入式的评估环境，而且还促进了目标语言的交流。在TBLA的框架内，本研究旨在通过ILTPY（面向青少年的综合语言测试计划）将四年级语言测试整合到语言学习过程中。ILTPY包括十个单元的评估任务，这些任务是根据土耳其国家教育部（MoNE）所属国立小学的年轻学习者的特点和四年级课程目标制定的。为了测试ILTPY的有效性，在四年级教室中采用了两个单元的评估任务。在两个单元的实施结束时，对学生和老师进行了后续访谈，以了解ILTPY对语言学习过程的影响。研究结果表明，ILTPY中的评估任务显着提高了四年级的语言水平。这种由两个单元组成的实施方案激励了大多数语言学习者，使他们加强了所学知识。正如ILTPY所强调的那样，学生不断增加的热情和参与以及专业发展的机会激发了大多数语言教师教授英语和评估学生的能力。但是，从实用性的角度来看，任务的开发和执行被视为不利因素。评估任务主要满足了年轻学习者的评估需求，但是应该通过更多的视觉效果和技术来支持它们。最后，认为ILTPY通常对语言学习产生积极影响。