sharon hartle, university of verona, [email protected]
TRANSCRIPT
Sharon Hartle, University of Verona, [email protected]
Factors affecting performance; How do we assess learners? An Overview: University of Verona test
procedure and criteria; What is level: the CEFR and a practical
example of level at work; Continuous task based assessment; Conclusions and one suggested way
forward.
Sharon Hartle, University of Verona, [email protected]
SUCCESSFUL PERFORMANCE Linguistic competence (lexical, grammatical,
phonological, register); Belief in your own ability; (Zoltan Dörnyei (2001) Confidence and understanding of topic being
discussed/planning time in tests; Supportive environment/Low anxiety levels.
Sharon Hartle, University of Verona, [email protected]
Think about your own “level of performance” in your L1 or L2, L3 etc in these conditions:
When describing a topic you have not fully understood or have not had time to think about;
When speaking about something specialised with lexis you are not completely familiar with;
When speaking with supportive colleagues about a lesson you have planned;
When describing a memorable event (a holiday, an enjoyable meal) to friends in a relaxed context;
Describing your strengths in a high stakes job interview; Defending an unpopular decision you have made to an
unsupportive audience.
Sharon Hartle, University of Verona, [email protected]
1 Achievement assessment Proficiency assessment
2 Norm-referencing (NR) Criterion-referencing (CR)
3 Mastery learning CR Continuum CR
4 Continuous assessment Fixed assessment points
5 Formative assessment Summative assessment
6 Direct assessment Indirect assessment
7 Performance assessment Knowledge assessment
8 Subjective assessment Objective assessment
9 Checklist rating Performance rating
10 Impression Guided judgement
11 Holistic assessment Analytic assessment
12 Series assessment Category assessment
13 Assessment by others Self-assessment
Sharon Hartle, University of Verona, [email protected]
Sharon Hartle, University of Verona, [email protected]
FORMAT:1. Usually pairs (to ensure in particular interpersonal interaction and a more reassuring environment);2. Raters encouraged to be supportive;TIMING:10 to 20 minutes (level/task related)TASKS: (ALTE Can Do Statements)Level related/ designed to produce realistic performance: Describing a visual prompt (B1) Comparing/contrasting from a visual prompt (B2) Discussing more abstract topics (C1)CRITERIA: Canale and Swain (1981; 1983)According toGrammar: accuracy and range Vocabulary: accuracy, range and appropriacyFluency: includes hesitation and discourse management;Pronunciation: single sounds, intonation, stress;Interactive communication: initiating and responding, turn-taking and negotiation
Sharon Hartle, University of Verona, [email protected]
Standardisation is not a democratic process: there is no “your” B2: there is B2 Brian North Barcelona Iatefl Teasig/ Ealta Conference Putting the CEFR to Good Use: October 2010
Sharon Hartle, University of Verona, [email protected]
" I spoke to my boyfriend about Easter in Poland... He said me that this ..eh... water tradition is very old.
When his grandmother was small...eh was a ... child, they did this. He said it is connect with Christianity."
Grammar and Lexical Resources Discourse Management
Pronunciation Interactive Communication
Sharon Hartle, University of Verona, [email protected]
Sharon Hartle, University of Verona, [email protected]
http://www.ciep.fr/publi_evalcert/dvd-productions-orales-cecrl/index.php
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Sharon Hartle, University of Verona, [email protected]
What many teachers already do:•Mark homework; • Occasional or regular short achievement tests. Other suggestions: •checklists/grids; • a series of focused tasks;• formal assessment of coursework;• a portfolio of samples of work, possibly in differing stages of drafting, and/or at different stages in the course.(Taken from the CEFR p. 185)
TASK BASED ASSESSMENT
Realistic performance; Relevant to learners; (YouTube
Monologues) Planning time; Reassuring, supportive environment; Learners are engaged:
Sharon Hartle, University of Verona, [email protected]
A balance between continuous assessment and formal performance testing
•Oral tests need to be designed with tasks that are candidate relevant and appropriate for the level being tested;•Proficiency needs to be assessed in certification tests;•Raters need to be trained and standardised;•Criteria must also reflect the norm for the particular level;•Level is not a constant;•Ultimately, what this makes me think is that a balance of formal testing and continuous assessment is probably one of the most objective ways of assessing learner performance, if we have to find some way of "measuring the unmeasurable."
Sharon Hartle, University of Verona, [email protected]
Sharon Hartle, University of Verona, [email protected]
Sharon Hartle, University of Verona, [email protected]
Zoltan Dornyei
Learner beliefs
Sharon Hartle, University of Verona, [email protected]
Perception of Identity
Status and hierarchy
Stakes or external consequences
IMPLICATIONS OF SUCCESS OR FAILUREPractical (Blocking your career)Psychological (Lack of belief in yourself as an L2 user)
Sharon Hartle, University of Verona, [email protected]
Sharon Hartle, University of Verona, [email protected]
Task design should: produce natural discourse be reassuring
Raters should: Be aware of their own beliefs and be able to
modify them to meet the standards Even so we are only seeing one level at one
particular moment in a performance test
Sharon Hartle, University of Verona, [email protected]
Mixed feelings in my institution Disapproval from External Examining
Boards
Objectivity Performance in oral tests could differ from
the norm. Continual assessment + oral performance
tests probably ensures a fairer assessment
Sharon Hartle, University of Verona, [email protected]