EL CLUC d’anglès, el nou certificat de les          universitats de CatalunyaUniversitat de Barcelona - Universitat Autòno...
Why?   Need for our own exam in Catalonia   To serve the specific requirements of the university community   Other inte...
How?        PUC (Prova universitària de competència en anglès)        Interlingua grants, from the Consell Interuniversi...
What’s in it for me?
What?         Levels         Addressed to         Cost         When         Who gets involved in the project        ...
Steps     Specifications for writing & speaking & reading tests     Elaboration of the different parts         Reading &...
Steps      PilotingThe sample that participated in the study comprised 433 students of English at B1, B2 and C1 levelstak...
 Piloting    Data processing (statistical, feedback questionnaires,...)
 Piloting: consequences and improvements made         Cut-off points and selection of texts (oral & reading)         Re...
Essential    Assessors: qualities and experience needed    Training (norming sessions)    Collect all feedback    Docu...
Also important    Administrative regulations of the different tests    Administration guide: procedures, issuing of cert...
And what next?
Bibliography    Council of Europe (2011). Common European Framework of Reference for Languages: Learning, Teaching, Assess...
ille!                 Mer             m                               c i be    Grazie                                    ...
CLUC, APAC Presentation 2013
CLUC, APAC Presentation 2013
CLUC, APAC Presentation 2013
CLUC, APAC Presentation 2013
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CLUC, APAC Presentation 2013

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Presentation of the new Certificate of English created by the 12 Catalan Universities, 2013.

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  • N eeds: Erasmus, need to certificate level to finish degree courses, to get into Master de secundària, etc. Inter-intra.
  • Diapo adient si el públic és professorat o tècnics lingüístics que han de dissenyar exàmens
  • Assessment criteria: can’t be “closed” until after piloting Text mapping: procediment pel qual es poden extreure les idees principals o els detalls més rellevants d’un text i que serviran de base per a l’elaboració dels ítems de la tasca a crear. Hi ha quatre procediments diferents: 1)gist, 2) main ideas 3) specific information and 4 ) main events.
  • Piloting: 5-16 november 2012, 5 unis involved
  • CLUC, APAC Presentation 2013

    1. 1. EL CLUC d’anglès, el nou certificat de les universitats de CatalunyaUniversitat de Barcelona - Universitat Autònoma de Barcelona - Universitat Politècnica de CatalunyaUniversitat Pompeu Fabra - Universitat de Lleida - Universitat de Girona - Universitat Rovira i Virgili Universitat Ramon Llull - Universitat Oberta de Catalunya - Universitat de Vic Universitat Internacional de Catalunya - Universitat Abat Oliba CEU Sònia Prats, APAC 2013
    2. 2. Why?  Need for our own exam in Catalonia  To serve the specific requirements of the university community  Other interuniversity projects working well: CIFOLC, ComComunicar, ...  To support the good work carried out at our university language centers in terms of assessment
    3. 3. How?  PUC (Prova universitària de competència en anglès)  Interlingua grants, from the Consell Interuniversitari de Catalunya  February 2012, meeting of the university language-centre directors; March 2012, proposal and commission
    4. 4. What’s in it for me?
    5. 5. What?  Levels  Addressed to  Cost  When  Who gets involved in the project  What will be assessed  What can be reused from the old PUC exam
    6. 6. Steps  Specifications for writing & speaking & reading tests  Elaboration of the different parts Reading & text-mapping Writing Speaking  Assessment criteria  Writing  Reading  Speaking: holistic and analytic
    7. 7. Steps  PilotingThe sample that participated in the study comprised 433 students of English at B1, B2 and C1 levelstaking courses at five Catalan universities: the UAB, the UdL, the UPC, the UPF and the UVic.Distribution of participants according to university of study:
    8. 8.  Piloting Data processing (statistical, feedback questionnaires,...)
    9. 9.  Piloting: consequences and improvements made  Cut-off points and selection of texts (oral & reading)  Rewording of instructions  Eliminate certain items (reading and Simtest)  Timing confirmed  Reordering different parts of oral text  Video recordings and writing samples for future reference and use, to establish gold standard  More scripting (and more detailed) needed for examiners and invigilators
    10. 10. Essential  Assessors: qualities and experience needed  Training (norming sessions)  Collect all feedback  Documents created and storage  Final results: excel and instructions
    11. 11. Also important  Administrative regulations of the different tests  Administration guide: procedures, issuing of certificates,...  Publicity: transparency of information, quality standards  Certification / ACLES  CLUC and the media
    12. 12. And what next?
    13. 13. Bibliography Council of Europe (2011). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Rita Green, Statistical Analysis for Language Testers (Palgrave Macmillan, 2013) Fulcher, G. and Davidson, F. Language Testing and Assessment (Routledge, 2007) Bachman, L.F. and Palmer, A.S. Language Testing in Practice: Designing and Developing Useful Language Tests. (Oxford University Press, 1996)
    14. 14. ille! Mer m c i be Grazie auco up! Moltes gràcies! s! Tha g racia nk has you¡Muc very muc h! sonia.prats@uab.cat Coordinació CLUC, 2012-2013
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