Writing in a foreign language is a particularly difficult skill to develop, especially when young learners are concerned because they are parallelly learning to write in their L1 and do not have strong oral foundations in their L2. The issue becomes even more complex when the ways to assess young learners’ writing are considered, given that research has shown there is room for improvement regarding English language teachers’ assessment literacy. Therefore, the aim of this paper is to examine the practices and challenges of assessing the writing of young EFL learners in Croatia. In the first part of the study, 97 English language teachers working with learners from year 1 to year 4 of elementary school (children aged 7 to 10) took an online questionnaire with close-ended and open-ended questions. In the second part, I analyzed the writing tasks that the learners were assigned by the teachers in the school. The results show that teachers do not always use appropriate writing tasks for summative assessment, that they need more support in creating language tests, and that Croatian universities need to do more to prepare future teachers to teach and assess young English language learners.

用外语写作是一项特别困难的技能，特别是对于年轻的学习者而言，因为他们正在并行学习用L1写作，而在L2中没有扎实的口头基础。考虑到研究表明英语教师的评估素养还有改进的余地，当考虑评估年轻学生写作的方法时，这个问题就变得更加复杂。因此，本文旨在探讨评估克罗地亚年轻英语学习者写作的实践和挑战。在研究的第一部分中，从小学1年级到4年级（7至10岁的儿童）的97位英语教师与学习者一起工作，进行了在线问卷调查，其中包含封闭式和开放式问题。在第二部分中 我分析了学校老师分配给学生的写作任务。结果表明，教师并不总是使用适当的写作任务进行总结性评估，他们在创建语言测试中需要更多的支持，克罗地亚的大学需要做更多的工作来培养未来的教师，以教授和评估年轻的英语学习者。