This project, which falls within the field of English language education (ELE) research, addresses a key challenge that builds upon previous conceptual understandings and existing empirical indications (Kolb 2018). This challenge relates to the change in competency requirements when transitioning from primary to secondary school for the subject of English. While primary school English lessons prioritise listening and speaking competences, learners often experience an abrupt shift to a culture of learning and examinations that focuses heavily on reading and writing when they enter secondary school. Previous research findings show that this shift can impact motivation, emotions and language skills (Brunsmeier, 2019; Schlieckmann, 2024). The DBR project therefore aims to ensure that the transition to English teaching is more continuous and learner-oriented, and that it aligns with learners‘ strengths. 

The project investigates the question of what role the introduction of an alternative oral assessment format can play as a replacement for the first written class test. Thus, the project’s overarching research question is:

How can an alternative oral assessment format as the initial assessment in year five facilitate the transition from primary to secondary school in ELE by building on learners’ strengths and leveraging its motivational and diagnostic potential?

In keeping with the collaborative nature of DBR, the project was conducted together with practitioners, who are directly involved in shaping the transition:

Primary school ELE teachers

They bring expertise on the competences, routines, and learning cultures of primary school ELE. Interviews conducted during the Analysis and Exploration phase reveal that they often perceive the transition to secondary school in ELE as “abrupt” and they wish for practical solutions to be developed and taken up by secondary school teachers that build on their learners’ strengths (Schlieckmann 2024: 176).

Secondary school ELE teachers

Their perspective is essential, as they are responsible for building on learners’ prior knowledge. Many secondary school ELE teachers recognise the primacy of oracy, but at the same time express organisational and curricular concerns about oral exams – often shaped by fears of increased workload due to the need for instructional redesign and by concerns about the lack of continuity and practical usability of the textbook (Schlieckmann 2024:178).

ELE learners aged 9–11

The learners were interviewed before and after the transition. Their statements highlight the relevance of motivation, continuity, and positive assessment experiences (Schlieckmann 2024: 181). It is particularly evident that they value the strong speaking and listening skills acquired in primary school, and they associate their first written class test with feelings of nervousness and pressure.

Co-Designer: Primary ELE teacher

A primary school teacher whose sustained interest and strong commitment became evident over time subsequently emerged as co-designer. During the design and construction phase, instructional materials, assessment designs, and feedback processes were developed iteratively in close collaboration with her.

Based on the theoretical framework and empirical findings, preliminary design principles (Prediger, 2015) were derived as heuristic guidelines for the project (Schlieckmann, 2025). These principles emphasise continuity by building on competencies acquired in primary ELE, openness to diverse learning starting points through flexible task formats, and diagnostic validity by minimising preparation bias. Authentic communicative situations ensure meaningful language use, while transparency through jointly developed criteria ensures fair assessment. Repetition and feedback cycles promote formative development and positive testing experiences, while clear procedures and digitally supported formats enhance teachers‘ practicability and ensure economy.

In parallel with the theoretical work, an alternative oral assessment format for fifth grade ELE is being developed to promote positive washback in teaching and learning (Matz et al. 2018). It focuses on oral interaction and presentation, is based on authentic communicative tasks, integrates feedback and revision phases, can be implemented with digital support, reduces teacher workload, and aims to foster positive affective exam experiences.

Brunsmeier, S. (2019). Der Übergang von Klasse 4 nach 5 aus Sicht von Schüler*innen. In A. Kolb & M. K. Legutke (Eds.), Englisch ab Klasse 1 – Grundlage für kontinuierliches Fremdsprachenlernen (pp. 155–188). Narr Fracke Attempto.

Kolb, A. (2018). Kontinuität im Englischunterricht. In R. Porsch (Ed.), Der Übergang von der Grundschule auf weiterführende Schulen (pp. 275–292). Waxmann.

Matz, F., Rogge, M., & Rumlich, D. (2018). What makes a good speaker of English? Der Fremdsprachliche Unterricht Englisch, 153, 2–7.

McKenney, S. & Brand-Gruwel, S. (2018). Roles and Competencies of Educational Design. Researchers. One Framework and Seven Guidelines. In M. J. Spector, B. B. Lockee, & M. D. Childress (Eds.). Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy. Springer, pp. 1-26.

Prediger, S. (2015). Theorien und Theoriebildung in didaktischer Forschung und Entwicklung. In R. Bruder, L. Hefendehl-Hebeker, B. Schmidt-Thieme, & H.-G. Weigand (Eds.). Handbuch der Mathematikdidaktik (pp. 443–462). Springer. https://doi.org/10.1007/978- 3- 642- 35119- 8_24

Schlieckmann, R. (2024). Speaking Connects – Oral Communication Exams at the Transition From the Primary to the Secondary EFL Classroom. In J. Reckermann, P. Siepmann, & F. Matz (Eds.). Oracy in English Language Education – Insights from Practice Oriented Research pp. 167–186). Springer.

Schlieckmann, R. (in press). Lost in transition? Kontinuität im Englischunterricht am Übergang fördern. In M. Rückl, J. Hargaßner, R. Holub-Vötter, M. Oppolzer, M. Schlick & K. Schramm, Karen (Eds.). Partizipation – Mehrsprachigkeit – Digitalisierung: Neue Ansätze für zukunftsfähiges Sprachenlernen. Waxmann.