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TBLT 2007A comprehensive model for speaking and oral
interaction: theoretical en practical implications for the development of task-based
language assessment instrumentsKathelijne Jordens – Sara Gysen – Nele Maddens
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Introduction
Project: "To construct instruments for assessing the development of speaking and oral interaction skills of primary school pupils."
Goal:- Signal deficits- Provide tips for extra support- Standardized assessment
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Introduction
1. literature theoretical model +
2. official learning goals
PARAMETERS
type tasks
test tasks
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Development:
Questions:
Which concepts and parameters in the model should be used for characterizing tasks? What are guidelines to ground this decision?
How did we take into account the official language learning goals?
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Selection of parameters
Leading principals to construct an assessment instrument:
1. validity 2. reliability 3. efficiency
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Theoretical model
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Parameters describing the TASK
Language user - Knowledge of the world - Knowledge of the subject Conversation partner - Knowledge of the world - Knowledge of the subject Relation between those two - Familiar or unfamiliar - Overlap frames of reference Conversation - conversation type (monologue, polylogue) - Subject - Formal/informal - Speech act Level of processing (describing, restructuring, evaluating)
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Quality parameters
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Quality Parameters
Quality: performance - Relevance and completeness of the message (WHAT is said) - Clearness and organization (HOW pupils are speaking) - Fluency - Articulation - Manner of speaking - Variation and extensiveness language use - Correctness language use: word level / sentence level - Interaction skills in mostly monological situations - Interaction skills in dialogues en polylogues - Attitudes - Ability to manage - Reflection skills - Non-verbal communication
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The official learning goals (OLGs)
What and why? 4 language skills Construct, containing ten goals, describing expected
speaking skills at the end of primary school Basis for didactics in class Every school in Flanders Task-based formulated Some parameters are set already (link with model) Link to type en test tasks
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Development: 2 steps
1. Construct type tasks in relation to selected learning goals + investigate which parameters in the model we want to select to describe the type task
2. Fill out the parameters in the theoretical model for every test task and corresponding assessment model
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Condition for validity
Model – bridge (olg) – test task
Overlap between the model and the official learning goals?
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Example of an official learning goal
Official learning goal 2.3:
Pupils can use the appropriate language register when they report to the teacher on a subject, previously discussed at school. (level = describing)
Parameters: Language user: pupil Speech act: to report Conversation partner: teacher Subject: familiar / previously discussed Level: describing
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Condition for validity: overlap
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Condition for validity: overlap
Language user - Knowledge of the world - Knowledge of the subject Conversation partner - Knowledge of the world - Knowledge of the subject Relation between those two - Familiar or unfamiliar - Overlap frames of reference Conversation - conversation type - Subject - Formal/informal - Speech act Level of processing
Official learning goal 2.3: Pupils can (level = describing) use the appropriate language register when they report to the teacher on a subject, previously discussed at school.
Parameters: Language user: pupil Conversation partner: teacher Subject: familiar / previously
discussed Speech act: to report Level: describing
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The olg’s as a guide: constraint or help?
Model – bridge (olg) – test task
Constraint: Only ten Parameter values set already Formulated in a rather strict way
Help: selection of task based types, often frequented at school.
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Concrete example
Based on the official learning goals, we extract type tasks, and we characterize them with the parameters of the model.
EXAMPLE
Official learning goal 2.3:
Pupils can (level = describing) use the appropriate language register when they report to the teacher on a subject, previously discussed at school.
Corresponding type task:Pupils can report to the teacher on a subject, previously
discussed at school + PARAMETERS
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Parameters describing the type task
Official learning goals: Language user: pupil Level: describing Speech act: to report Conversation partner: teacher Subject: familiar / previously discussed
Model type task: Interaction: teacher supports Turn taking: long turns
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Development: 2 steps
1. Construct type tasks in relation to selected learning goals + investigate which parameters in the model we want to select to describe the type task
2. Fill out the parameters in the theoretical model for every test task and corresponding assessment model
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Concrete example
Based on the type tasks, we extract test tasks, and we characterize them with the parameters of the model.
EXAMPLE
type task:Pupils can report to the teacher on a subject, previously discussed at school + PARAMETERS
Test task:
Pupils can report to the teacher on a film about scuba diving, the report being based on photographs, extracted from the film.
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Parameters describing the type task
Official learning goals: Level: describing Speech act: to report Conversation partner: teacher Subject: familiar / previously discussed
Model type task: Interaction: teacher supports Turn taking: long turns
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Scuba diving photographs
Headlines task ‘scuba diver’
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Step 2: type task to test task
Parameters for assessment
What does he say?Relevance and completenessClearnessOrganization How does he say it?FluencyArticulationManner of speakingVariation and extensivenessCorrectness: word/sentence levelInteractionskills
Extra:
Ability to manage
Daring to speak
=Quality of performance
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Assessment model
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Conclusion
We think this set of parameters can guaranty sufficient validity because we showed how we carefully constructed our test tasks, selecting and combining parameters on theoretical and empirical basis.
Questions remain unanswered, e.g. the role of context 1 versus context 2.
Further investigation is needed in this domains.
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links
Model test task
TBLT scuba diving Hawaii
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Validity
to represent as direct as possible to the official learning goals and model Step 1: constructs type tasks: to describe
type tasks that represent the official learning goals, using the parameters in the model.
To take into account relevant parameters. step 2: we have made type tasks concrete, and
kept parameters constant + construct assessment model based on the theoretical model
Reduce memory, rehearsal, new subject
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Efficiency:
Step 1: from constructs to type tasks Conversation tasks in little groups if inherent to
task Clustering learning goals in tasks Only crucial goals for school success Parameter values: teacher/peer, classroom, etc.
Step 2: from type task to test task and assessment Well organized assessment model, no need of writing to much, Checklists Clear instructions for test takers
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Reliability
Standardization: Test taker’s performance: instructions
for the test taker in the task itself and in the de manual
reliability of the raters: inter- and intra rater reliability in the assessment model
Parallel tasks for big classes Clearly described