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Sharon Hartle, University of Verona,

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Presentation on theme: "Sharon Hartle, University of Verona,"— Presentation transcript:

1 Sharon Hartle, University of Verona,

2 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,

3 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,

4 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,

5 1 Achievement assessmentProficiency assessment 2 Norm-referencing (NR)Criterion-referencing (CR) 3 Mastery learning CRContinuum CR 4 Continuous assessmentFixed assessment points 5 Formative assessmentSummative assessment 6 Direct assessmentIndirect assessment 7 Performance assessmentKnowledge assessment 8 Subjective assessmentObjective assessment 9 Checklist ratingPerformance rating 10 ImpressionGuided judgement 11 Holistic assessmentAnalytic assessment 12 Series assessmentCategory assessment 13 Assessment by othersSelf-assessment Sharon Hartle, University of Verona,

6 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 to Grammar: accuracy and range Vocabulary: accuracy, range and appropriacy Fluency: includes hesitation and discourse management; Pronunciation: single sounds, intonation, stress; Interactive communication: initiating and responding, turn- taking and negotiation

7 Sharon Hartle, University of Verona, 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

8 Sharon Hartle, University of Verona,

9 " I spoke to my boyfriend about Easter in Poland... He said me that water tradition is very old. When his grandmother was 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,

10 cecrl/index.php 1 2 3

11 Sharon Hartle, University of Verona, 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

12 Realistic performance; Relevant to learners; (YouTube Monologues) Planning time; Reassuring, supportive environment; Learners are engaged: Sharon Hartle, University of Verona,

13 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,

14 THANK YOU AND GOODBYE THANK YOU AND GOODBYE Sharon Hartle, University of Verona,

15 CompetencePsychology Social context Sharon Hartle, University of Verona,

16 Competence Or Performance and Strategies I dont know how to use the past I cant describe a past event unless I add yesterday I dont know the lexis I need. I develop strategies Paraphrasing etc. Sharon Hartle, University of Verona,

17 Zoltan Dornyei Learner beliefs Sharon Hartle, University of Verona, Perception of Identity

18 Status and hierarchy Stakes or external consequences IMPLICATIONS OF SUCCESS OR FAILURE Practical (Blocking your career) Psychological (Lack of belief in yourself as an L2 user) Sharon Hartle, University of Verona,

19 ImpartialConstructive Training and Standardisation Beliefs Other influencing factors Sharon Hartle, University of Verona,

20 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,

21 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,

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