2.1 applying standards to testing: plenary CTS-Academic


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Day 2, first plenary by Zoltan Rezmuves - during our TEAM 2014 (testing, evaluation assessment masterclass) held at Meliksah University, Kayseri.

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2.1 applying standards to testing: plenary CTS-Academic

  1. 1. Applying standards to testing KAYSERI, 29-31 JANUARY 2014
  2. 2. Aims !  Objectives of setting up standards !  Overview of international testing standards !  The Common European Framework of Reference
  3. 3. 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)
  4. 4. 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)
  5. 5. 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
  6. 6. 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
  7. 7. The Common Reference Levels Reception Listening C2 Audiovisual Interaction Reading Proficient user C1 B2 Independent user B1 A2 A1 Basic user Production Spoken Spoken Written Written
  8. 8. 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
  9. 9. 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
  10. 10. 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
  11. 11. 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
  12. 12. Portfolio
  13. 13. 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
  14. 14. Thank you! zoltan.rezmuves@digimedia.hu consonantvoiced.blogspot.com