2.1 applying standards to testing: plenary cts-academic
DESCRIPTION
Day 2, first plenary by Zoltan Rezmuves - during our TEAM 2014 (testing, evaluation assessment masterclass) held at Meliksah University, Kayseri.TRANSCRIPT
Applying standards to testing KAYSERI, 29-31 JANUARY 2014
Aims
! Objectives of setting up standards ! Overview of international testing standards ! The Common European Framework of Reference
Standards = code of practice
! an agreed set of guidelines which should be consulted and, as far as possible, heeded in the construction and evaluation of a test (definition from Language Test Construction and Evaluation by Alderson, Clapham and Wall, 1995 CUP)
Standards: history
! late 20th century: ! various competing educational and testing standards
! some widely respected, but no universal acceptance: ALTE Code of Practice (1994) or UCLES Standards (for Cambridge Main Suite exams)
! early 21st century: ! move towards internationally recognised standards: the
CEFR (2001)
What the CEFR is
! The Common European Framework of Reference for Languages – Learning, Teaching, Assessment
! A Council of Europe project, initiated in 2001 ! Designed to facilitate ‘mutual recognition of
qualifications, and communication concerning objectives and achievement standards’
! Description, not prescription
What the CEFR isn’t
! Not a framework only for Europe (or for the EU) ! Not a language teaching curriculum, or syllabus plan ! Not an exam system ! The Portfolio is only part of the CEFR, and so are the
assessment tables
The Common Reference Levels
Reception Interaction Production Listening Audio-
visual Reading Spoken Written Spoken Written
C2 Proficient user
C1
B2 Independent user
B1
A2 Basic user
A1
Criticism of the CEFR
! Not user-friendly ! Practices differ from school to school, from country to
country ! Policymakers see CEFR as a quick fix ! The implementation is top-down ! Applying the assessment tables in practice is
complicated ! Favours the communicate approach only ! Creativity is limited
Benefits of the CEFR
! The CEFR can be the basis of a school (or national) curriculum, offering transparent standards
! The CEFR can be the basis of a course syllabus ! The assessment criteria can serve as the basis for
exam specifications ! The Portfolio involves the learner in the process of
their learning (! self-assessment) ! The use of CEFR level labels makes distinction
between courses clearer
Disadvantages of applying CEFR in the school classroom
! No measure of grammar-based progression ! Not geared towards school-based learners (and
towards non-adults) ! Self-assessment descriptors are not exhaustive ! Some functional areas are not covered
Advantages of applying CEFR in the school classroom
! Focus on situational / functional language (real world context)
! Skills and strategies (‘can do’) ! Less focus on mechanical practice ! Clear link between student achievement and exams ! Self-assessment and autonomy ! Encouragement of continuity
Portfolio
Portfolio: CEFR applied to teaching
! Continuous assessment throughout the learning career
! Portfolio work is not only for beginners ! Any age group ! The Portfolio belongs to the learner, not to
the institution or teacher ! The Portfolio becomes a record of the
learning process