OxfordEnglishTesting.com - Learner Autonomy in Exams Classes


Published on

Oxford University Press / Oxford English Testing presentation, given at TESOL 2010 in Boston by Jenefer Johnson.

Published in: Education
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • So what is oxfordenglishtesting.com? It’s a website There are three parts to it Click for each point The Oxford Online Placement Test Online Practice tests All packaged within an easy-to-use Management System .
  • OxfordEnglishTesting.com - Learner Autonomy in Exams Classes

    1. 1. How can we improve student autonomy? Formative and summative assessment in exam classes Jenefer Johnson Oxford University Press [email_address] Booth 708-709
    2. 2. Agenda <ul><li>Learner Autonomy: what can we do? </li></ul><ul><ul><li>Through non-exam activities </li></ul></ul><ul><ul><li>During exam preparation and administration </li></ul></ul><ul><li>Summative vs. Formative Assessments </li></ul><ul><ul><li>How does learner autonomy come in? </li></ul></ul><ul><li>. </li></ul>
    3. 3. Learner Autonomy in Exam Situations: What can we do? teacher students past experiences materials location assessment emotions Activities which support… … but which also support language learning.
    4. 4. Learner Autonomy Create awareness and ownership of the learning process Provide strategies and lessons for gaining control and improving confidence
    5. 5. Learner Autonomy: Our own materials Diary exercise How does it support learner autonomy? Raises awareness that learning is socially constructed Engages learner with his/her own learning environment Turns learning habits into choices
    6. 6. Learner Autonomy: Our own materials Feelings about English/exams poster How does it support learner autonomy? Raises awareness that learning is an emotional process Allows learner to talk about language Respects learner’s vulnerabilities
    7. 7. Assessment: the cake analogy assessment designed to give feedback on levels of performance and/or student knowledge … assessment designed to measure levels of achievement at a certain time. … and to give feedback on how it might be improved. formative summative
    8. 8. The exam course EVERYONE GOES ON A BREAK! (We hope…) A course of study Class learns exam preparation strategies Take a placement test Enroll Get placed into a class Use a textbook Teacher sets homework, grades homework & fills in gradebook Take English exams Students continue to study at school & at home Teacher gives practice tests (or course tests), grades tests & fills in gradebook
    9. 9. The problem with exams Exams tend to induce flock/shepherd behaviors Standardized Exams are innately OUT OF OUR CONTROL! Task completion & feedback are fractured  Administrative challenges can be all-encompassing
    10. 10. practices help build autonomy <ul><li>Motivation and learning can be enhanced by assessment methods which: </li></ul><ul><li>- protect the learner’s autonomy </li></ul><ul><li>- provide constructive feedback </li></ul><ul><li>Assessment should provide: </li></ul><ul><li>- examples of how the criteria can be met in practice. </li></ul><ul><li>- opportunities for learners to improve upon their work </li></ul><ul><li>- adequate exposure and practice of all testing activities </li></ul>formative
    11. 11. Online PRACTICE Tests Oxford Online PLACEMENT Test Learning Management System What is the new ? formative summative ~
    12. 12. formative ( ->summative) summative ~ Oxford Online Placement Test TOEFL TOEIC IELTS KET, PET, FCE, CAE
    13. 14. Teacher’s Homepage
    14. 15. <ul><li>Takes about 40 to 50 minutes. </li></ul><ul><li>About 50 questions: </li></ul><ul><ul><ul><li>35 Use of English, 15 Listening </li></ul></ul></ul><ul><li>Test adapts to student’s level. </li></ul><ul><li>Automatic grading and instant result. </li></ul><ul><li>Can be done anywhere with a computer and internet access. </li></ul>The Oxford Online Placement Test
    15. 16. Oxford Online Placement Test Even when Summative: How does it support learner autonomy? Students choose when/where to take the exam  Responsibility for learning  Reduces the “location” filter some students may have <ul><li>Students self-select their anticipated level, to guide initial questions </li></ul><ul><ul><li> Reduces fear of exam </li></ul></ul><ul><ul><li> Increases sense of control </li></ul></ul>
    16. 17. How the placement tests work 1st item CORRECT 7th item CORRECT 5th item CORRECT 6th item INCORRECT 4th item INCORRECT 8th item CORRECT 3rd item CORRECT 2nd item CORRECT Test homes in on student’s ability and can then adapt to provide items targeted for that person – final test is shorter but still accurate Easier items ITEM BANK Harder items
    17. 18. Formative Assessment: Online Practice Tests How do they support learner autonomy? Through a variety of on-screen feedback types Through practice and test modes Through support of a variety of learning styles
    18. 19. Practice mode <ul><li>All features enabled and no timer. </li></ul><ul><ul><li>Online dictionary </li></ul></ul><ul><ul><li>Exam tips </li></ul></ul><ul><ul><li>Automatic grading and instant feedback </li></ul></ul><ul><ul><li>Audio scripts </li></ul></ul><ul><ul><li>Sample written answers </li></ul></ul><ul><ul><li>Useful speaking phrases </li></ul></ul>
    19. 20. Test mode <ul><li>No support features and a timer on. </li></ul><ul><li>Teacher chooses if students see results. </li></ul><ul><li>Teacher can re-assign in practice mode </li></ul><ul><li>for students to review </li></ul>
    20. 21. On-screen tips teach autonomous strategies
    21. 22. Instant, Constructive Feedback Opportunity to Improve
    22. 23. Examples of how criteria can be met
    23. 24. Understanding evaluation criteria & Seeing models of good language
    24. 25. Dictionary Look-up
    25. 26. Benefits of using OET – for learner autonomy and formative style <ul><li>Refocuses teacher – no longer shepherd and flock: </li></ul><ul><ul><li>≠ Judge </li></ul></ul><ul><ul><li>= Supporter </li></ul></ul><ul><li>Increased exposure to tests </li></ul><ul><ul><li>Less mystique </li></ul></ul><ul><ul><li>More feelings of control for student </li></ul></ul>
    26. 27. Benefits of using OET – for learner autonomy and formative style <ul><li>Environment of learner control </li></ul><ul><ul><li>Students choose when and where is best for them </li></ul></ul><ul><li>Immediate feedback </li></ul><ul><ul><li>Increases impact at time of learning </li></ul></ul><ul><ul><li>No longer fractured test from feedback </li></ul></ul><ul><li>Allows for more classroom time </li></ul><ul><ul><li>Focus on addressing students’ filters </li></ul></ul>
    27. 28. Questions? <ul><li>Please visit us at the Oxford booth! </li></ul><ul><li>Or: </li></ul><ul><li>Jenefer Johnson </li></ul><ul><li>[email_address] </li></ul><ul><li>800-459-5126 </li></ul><ul><li>Thank you for joining us. </li></ul>