2.1 applying standards to testing: plenary CTS-Academic
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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.

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 2.1 applying standards to testing: plenary CTS-Academic Presentation 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 Listening C2 Audiovisual Interaction Reading Proficient user C1 B2 Independent user B1 A2 A1 Basic user Production Spoken Spoken Written Written
    • 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
    • Thank you! zoltan.rezmuves@digimedia.hu consonantvoiced.blogspot.com