This document discusses Testing for Specific Purposes (TSP) to evaluate the language needs of CLIL teachers. TSP provides immediate feedback on language performance for a specific language use situation, and is meant to be complementary to certification exams by assessing adjacent levels and partial skills. The principles of the TSP approach include being preparatory, exploratory and developmental. TSP tests follow procedures for preliminary meetings, use of sample materials and targeting the Common European Framework of Reference levels. They are administered under standardized conditions and evaluated using trained staff. The goal of TSP is to provide sustainable and necessary evaluation of CLIL teachers' evolving language skills over time.

1. TESTING FOR SPECIFIC PURPOSES (TSP)
Targeting CLIL teachers’ language needs
M. RASULO – University of Campania Luigi Vanvitelli
CLAOR – University of Naples L’Orientale

2. AIMS
THE MEANING AND RATIONALE OF TSP
TESTING PRINCIPLES
TEST FORMAT AND PROCEDURES
TEST MATERIALS
M. RASULO – University of Campania Luigi Vanvitelli
CLAOR – University of Naples L’Orientale

3. What is Testing for Specific Purposes?
T-ESTING S-PECIFIC P-URPOSE
ambito contesto d’uso scopo
TSP : immediate feedback of language level performance to be used in a specific language use situation
BEC – BULATS – IELTS – TOEFL - TKT –CLIL
TSP approach: not in contrast with certification exams BUT complementary :
adjacent Levels
partial skills
Meaning and Rationale
M. RASULO – University of Campania Luigi Vanvitelli
CLAOR – University of Naples L’Orientale

4. PRINCIPLES OF THE TSP-APPROACH
M. RASULO – University of Campania Luigi Vanvitelli
CLAOR – University of Naples L’Orientale

5. The TSP Approach = sustainable necessary evil
PREPARATORY EXPLORATORY DEVELOPMENTAL
Affiliation: the perception of being connected to and recognized by
others as a CLIL specialist.
Competence: the perception of being effective at achieving language
learning goals.
Autonomy: the perception of being the source of your own learning.
Sustainability
never-ending story !
M. RASULO – University of Campania Luigi Vanvitelli
CLAOR – University of Naples L’Orientale

6. of procedures: preliminary meeting – Moodle - sample materials - target syllabus
(CEF)
of administration: conditions - timing – evaluation – reporting – level assignment
of experts: trained staff
All in all you're just another brick in the wall."
"Another Brick In The Wall" by Pink Floyd
Standardization
M. RASULO – University of Campania Luigi Vanvitelli
CLAOR – University of Naples L’Orientale

7. Scaffolding
the procedure
M. RASULO – University of Campania Luigi
Vanvitelli
CLAOR – University of Naples
L’Orientale

8. Format
M. RASULO – University of Campania Luigi Vanvitelli
CLAOR – University of Naples L’Orientale

9. CLAOR - Università degli studi di Napoli L'Orientale
www.unior.it/ateneo/230/.../claor-centro-linguistico-di-ateneo-universita-l-orientale.
CLAOR - Centro Linguistico di Ateneo Università L'Orientale
Moodle
M. RASULO – University of Campania Luigi Vanvitelli
CLAOR – University of Naples L’Orientale

10. The ‘perfect
test’ myth
Does the test measure what it is supposed to? Misurazione/
Obiettivi
Is the selection of test tasks representative of the content which the test is
assumed to be testing? Selezione/
Contenuti
Is the method of measurement effective? Metodo/
Prestazione
Does the test yield valid feedback? Validità /
Impatto dei risultati
M. RASULO – University of Campania Luigi Vanvitelli
CLAOR – University of Naples L’Orientale

11. M. RASULO – University of Campania Luigi Vanvitelli
CLAOR – University of Naples L’Orientale