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?