Presentation on theme: "Entering students for External Examinations – some considerations Jocelyn Wyburd & Laurent Semichon University of Manchester."— Presentation transcript:
Entering students for External Examinations – some considerations Jocelyn Wyburd & Laurent Semichon University of Manchester
Historical reasons Evolution Issues for consideration
Historical Reasons Medical students on ‘European Pathway’ – post GCSE/A level French, German, Spanish Recognition of language competence abroad to permit clinical practice On insistence by Medical School (as proof of quality of what we’ve delivered?)
Alliance Française: Diplôme d’Etudes de Langue Française: DELF (up to B2 CEF) Diplôme Approfondi de Langue Française: DALF (C1 and C2 CEF) Goethe Institut (exam centre within University Language Centre since 2001) : (Zentrale Mittelstufenprüfung (C1 CEF)) Goethe-Zertifikat (B2 or C1 CEF) Zentrale Oberstufenprüfung (C2 CEF) Instituto Cervantes: Diplomas de Español como Lengua Extranjera: DELE intermedio (B2 CEF) Diplomas de Español como Lengua Extranjera: DELE superior (C2 CEF) Historical ‘solutions’ for medical students
Evolution (Business French) Four levels : post-GCSE + 0/1, post-A-level + 1/2 for: –IWLP provision specifically for business school –Joint Honours Modern Language and Business and Management 1. Impetus – Revision of course content and pedagogy: –to increase (authentic) specialist content ; –to harmonize progression of topics and skills across levels. 2. Models – Chambre de Commerce et d'Industrie de Paris (CCIP): –Certificat de Français Professionnel: CFP (A2 and B1 CEF) –Diplôme de Français des Affaires: DFA (B2 and C1 CEF) 3. Offering these qualifications as an option: –Accreditation of ULC as CCIP examination centre (2006) –Further adaptation of course content / internal assessment 4. Results: –3 sessions – registrations: 10 in 2006 30 in 2008? –Internal marketing tool: MLBM provision; –Students: Improved interest, motivation and satisfaction; –Teachers: clearer focus and added incentive.
Four levels starting at post-A-level with (originally): Delf/DalF B2 (Yr2), C1 (Yr3), C2 (Yr4). 1. Same impetus as Business + conflict between (internal) specialist learning outcomes and DELF/DALF. 2. Chambre de Commerce et d'Industrie de Paris (CCIP) –Diplôme de Français Médical: DFM (B2 CEF) – Mismatch between specialist content and language level 4. Result: DFM for Yr 3, DALF C1 for Yr 4, but internally aiming higher. * * * The future - Exploring other CCIP qualifications: –Certificat de Français Scientifique et Technique : CFST (B1+ CEF) –Certificat de Français Juridique : CFJ (B2- CEF) –Diplôme Approfondi de Français des Affaires : DAFA (C2 CEF – Post-graduate research diploma) –Test d’évaluation du Français : (e-)TEF (CCIP’s placement test) Evolution (Medical French)
Further evolution Replication for Spanish students of business and medicine Become accredited centre for Madrid Chamber of Commerce exams: Certificado Básico de Español de los Negocios (B2 CEF) Certificado Superior de Español de los Negocios (C1 CEF) Diploma de Español de los Negocios (C2 CEF) Certificado Básico Español Ciencias de la Salud (B2 CEF) Certificado Superior Español Ciencias de la Salud (C1 CEF)
Potential future evolution Business German, Business Italian Goethe Institut: perhaps enter students for Zertifkat Deutsch für den Beruf (ZDfB) (B2 CEF) Prüfung Wirtschaftsdeutsch International (PWD) (C1 CEF) BUT: REQUIRE FOR WORK PLACEMENT Certificazione PLIDA (Progetto Lingua Italiana Dante Alighieri): become accredited centre for PLIDA Commerciale (B1, B2 and C1 CEF)
Issues around use of external exams/qualifications External recognition/international currency of the qualifications/certificates gained – in UK? / abroad? As compared with university certificate mapped onto CEF? Employer awareness? ‘Value’ to students? Impact on student motivation? (Mis)match between internal requirements and external qualifications (content/levels)? Impact on university course design – positive or negative? Preparation for exam: embedded in university course delivery or extra/add-on? Danger of over-assessment if course for credit AND leading to external exam? Or can one assessment fit both purposes? Costs to enter exams – who pays? Reflection in university degree transcripts? Would it be better for GI, CCIP etc to ‘validate’ internal university exams? Is this feasible? Location/access to accredited exam centres
Issues around becoming an accredited centre Motivations – income generation, pedagogical opportunity? Accreditation process – financial, time, administrative burdens Quality assurance/ongoing accreditation costs – financial, time & effort, administrative burdens Training of individuals as centre managers and/or accredited examiners – willingness, time, costs Management of sessions - workload Sustainability: consequences of turnover of staff – potential over-reliance on single named individuals? Potential for income generation? Attract external candidates for a profit?