The chapters in this book widen the scope of discussions on age-appropriate language pedagogy. They offer insights into how formative assessment has been implemented with the help of innovative approaches and assessment tasks in many contexts, and how childrens attitudes, motivation, anxiety, and aptitude interact in the process of learning and testing. The volume triangulates teachers and young learners perspectives. I recommend it for pre- and in-service teachers, teacher educators, and researchers. * Marianne Nikolov, Professor Emerita, University of Pécs, Hungary * This volume contains examples of the rigour, discipline and sensitivity that must be applied in developing and reviewing age-appropriate assessment techniques and practices that fit with instructional purposes in early years language instruction. It is useful to convince educational authorities and school management of the importance of assessment literacy among teachers. It provides teachers with ideas for how to make assessment an organic part of instruction with the aim of keeping young learners engaged and challenged. * Szilvia Papp, Independent Consultant, UK *
