This study seeks to illuminate issues and concerns affecting language teaching and the assessment of English as Japan moves towards the introduction of a new English curriculum in its elementary schools. Reflecting the new curriculum goals of developing usage-based English abilities and a proactive attitude to learning, it is intended that assessment be performance-based making use of ‘can do’ descriptors. Additionally, it is required that innovative techniques are developed in order to assess pupils’ approaches to learning. These new assessment requirements pose challenges of interpretation, development and implementation.
Yumi Ohashi (Thu,) studied this question.
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