Thom Kiddle - Integrated skills assessment - opening up the construct

•

1 like•293 views

The document discusses integrated language assessment and the tension between integrated and discrete-point testing approaches. It defines integrated assessment as combining the four skills of listening, speaking, reading and writing into single tasks. While language teaching has increasingly integrated these skills, testing has traditionally assessed them separately. The document examines challenges in developing valid and reliable integrated tests, and proposes a middle way of using some integrated tasks to assess particular skills while clearly communicating the assessment focus to learners. It concludes by establishing an EAQUALS special interest group to further explore issues around integrated language assessment.

Education

Defining terms: Integrated
Dictionary definition:
“Combining things… of different types in one effective unit,
group or system.”
Literature definition:
“Since the use of language in ordinary situations call upon all
these aspects [of language], we must further recognise that
linguistic performance also involves the individual's capability of
mobilizing his linguistic competences and performance abilities
in an integrated way, i.e. in the understanding, speaking,
reading or writing of connected discourse.”
Carroll, J. B. (1968) ‘The psychology of language testing’
©Eaquals www.eaquals.org 2Eaquals International Conference, Riga, 27 – 29 April 2017

Defining terms
“One of the major features of the traditional
language teaching paradigm has been the
separating out of the so-called four skills of
listening, speaking, reading and writing into
pedagogically convenient units of
learning.”
Encyclopedic Dictionary of Applied Linguistics (1999)
©Eaquals www.eaquals.org 3Eaquals International Conference, Riga, 27 – 29 April 2017

Teaching and testing
“One of the greatest ironies associated
with integrated teaching is that language
proficiency testing – and hence much of
the administrative gate-keeping – has
remained discrete-point-based .”
Hinkel, E. (2010) Integrating the Four Skills: Current and Historical
Perspectives, The Oxford Handbook of Applied Linguistics (2 ed.)
©Eaquals www.eaquals.org 4Eaquals International Conference, Riga, 27 – 29 April 2017

Defining terms
Segregated?
Independent?
Integrated ≠ Isolated ?
Discrete?
Disintegrated?!
©Eaquals www.eaquals.org 5Eaquals International Conference, Riga, 27 – 29 April 2017

Defining terms
Segregated?
Independent
Integrated ≠ Isolated ?
Discrete?
Disintegrated?!
©Eaquals www.eaquals.org 6Eaquals International Conference, Riga, 27 – 29 April 2017

In practice
Tests which measure skills
independently… do they really exist?
©Eaquals www.eaquals.org 7Eaquals International Conference, Riga, 27 – 29 April 2017

In practice
©Eaquals www.eaquals.org 8Eaquals International Conference, Riga, 27 – 29 April 2017

In practice
©Eaquals www.eaquals.org 9Eaquals International Conference, Riga, 27 – 29 April 2017
Task rubric/input in L1 +
Task response in TL?

The reality
©Eaquals www.eaquals.org 10Eaquals International Conference, Riga, 27 – 29 April 2017
Wholly
independent
Wholly
integrated

The interesting part
©Eaquals www.eaquals.org 11Eaquals International Conference, Riga, 27 – 29 April 2017

The interesting part
©Eaquals www.eaquals.org 12Eaquals International Conference, Riga, 27 – 29 April 2017

The interesting part
©Eaquals www.eaquals.org 13Eaquals International Conference, Riga, 27 – 29 April 2017

The interesting part
©Eaquals www.eaquals.org 14Eaquals International Conference, Riga, 27 – 29 April 2017
Prompt from an institute’s Business
English test:
You are the customer services manager in a major
international company. Read the e-mail thread below
between your junior colleague and a dissatisfied customer.
Next, listen to the answerphone message left by the
customer following the e-mail exchange.
Then, write a formal response to the customer to try to
resolve the problem.

Challenges…
©Eaquals www.eaquals.org 15Eaquals International Conference, Riga, 27 – 29 April 2017
Face
validity
Scoring
validity
Inter-rater
reliability
Diagnostic
information
Practicality
Jagged
candidate
profiles
www.pawelkuczynski.com

Cumming’s (2013) Promises and Perils…
©Eaquals www.eaquals.org 16Eaquals International Conference, Riga, 27 – 29 April 2017
Cumming (2013) Language Assessment Quarterly
NB. Cumming focused on Assessment of Writing for Academic Purposes
Promises Perils
Realistic literacy activities Mixes writing ability with
comprehension of source material
Engage test takers in writing related to
specific content
Muddles assessment and diagnostic
information together
Counters test method / practice effects Involves genres (e.g. summary writing)
that are ill-defined
Consistent with construction-integration
& multi-literacies model
Requires a minimum level of language
proficiency to be effective
Offer diagnostic value for self-
assessment
Mixes language from source material
with candidate’s own language

©Eaquals www.eaquals.org 17Eaquals International Conference, Riga, 27 – 29 April 2017
Is there an unavoidable tension between
an acknowledgment of the reality of
language use (i.e. integrated) and the
need in an LT context to disaggregate the
skills in order to support learning?

©Eaquals www.eaquals.org 18Eaquals International Conference, Riga, 27 – 29 April 2017
Beware of the spork!

©Eaquals www.eaquals.org 19Eaquals International Conference, Riga, 27 – 29 April 2017
Is a middle way to use a number of
integrated tasks and be explicit to
learners about the assessment focus?
e.g. a summary task only looking at
content points covered, not written
accuracy, to measure reading ability
A way forward…

What
next?
©Eaquals www.eaquals.org 20Eaquals International Conference, Riga, 27 – 29 April 2017
www.pawelkuczynski.com

©Eaquals www.eaquals.org 21Eaquals International Conference, Riga, 27 – 29 April 2017
EAQUALS Assessment Special Interest Group
Thom Kiddle
(NILE)
Tim Goodier
(Eurocentres)
Anthea
Wilson
(Trinity)
Sue Hackett
(QQI)
Emma
Heyderman
(IH Lacunza)
Belinda
Steinhuber
(CEBS)
Claudia Pop
(TestDAF)
Nadine Early
(ATC Ireland)
Varinder Unlu
(Bloomsbury
International)

The document discusses integrating content, language, and art in course design using suggestopedia and humanistic approaches. It proposes: 1) Creating a business English course based on a story involving characters of different nationalities establishing a mobile business university in Africa, with chapters covering topics like entrepreneurship, business travel, and negotiations. 2) Presenting language and content globally through the story framework, using increased text volumes, grammar/vocabulary interwoven in situations, and art/literature excerpts. 3) Applying both the global approach of seeing the whole picture before details, and artistic approach of incorporating multiple creative elements, to engage students holistically and increase learning.

Ben Beaumont: Buidling Teachers Assessment Literacy Through Structured Video CPD

eaquals

This document discusses resources created by Trinity College London to build teachers' assessment literacy through structured video professional development. It explains that many teacher training courses do not adequately cover assessment, leaving gaps in teachers' knowledge. To address this, Trinity College created a series of 12 short introductory videos on key assessment topics, divided into timed segments for convenient use. Accompanying worksheets support learning and discussion. Early feedback from teachers finds the resources helpful for lesson planning and selection of assessment activities.

Tim Herdon &Brian North & Richard Rossner: Supporting and managing language t...

eaquals

This workshop explored challenges in managing language teachers and courses through discussion of scenarios. Participants ranked common language course management tasks by importance and time spent. These included managing resources, handling student issues, observing teachers, and providing professional development. The workshop also introduced a new book series on language education management and held a raffle for attendees.

John Haagensen & Nareene Kaloyan: Using digital media to boost interaction in...

eaquals

The document discusses a workshop on using digital media to boost interaction in the 21st century classroom. It describes how the Common European Framework of Reference for Languages (CEFR) has incorporated online interaction and mediation. The workshop exercise has groups watch video samples of classes using online platforms like Tricider and Classtools Fakebook to analyze how they facilitate interaction and mediation. Participants discuss their experiences using digital platforms in class and potential benefits like increased engagement, efficiency, and opportunities for language practice and feedback.

Richard Rossner, Marta Higueras: Frameworks of language teaching competences ...

eaquals

1) The document discusses competence frameworks for language teaching, including the CEFR, Cervantes Framework, and Eaquals Professional Guidelines (EPG). 2) Competence frameworks describe or exemplify the attitudes, knowledge, and skills involved in an area of competence, enabling self-assessment and assessment by others. 3) The session plans to discuss using the Cervantes Framework for an activity, scenarios for introducing frameworks to teachers, and an overview of the Eaquals Framework for language teacher training and development.

Richard Rossner & Ela Jarosz & Mila Angelova: Managing Language Education_ ho...

eaquals

This document discusses a session at the Eaquals International Conference about managing language education. It introduces a series of publications from Oxford University Press and Eaquals called Language Education Management that address challenges in managing language courses. Attendees participated in tasks to identify common management tasks, examine the contents of the three books, and ask questions of the authors about how the books could help with specific challenges.

International Knowledge fair. Sharing Good Teaching Practices

Raul Lopez Moya

This document describes an international knowledge fair project aimed at improving teaching practices. The project allows teachers from various schools to collaborate on monthly topics related to different subject areas. Participants develop teaching activities and share educational resources online. The goals are to improve teaching methodologies, language proficiency, use of technology, and cooperative work among both teachers and students. Schools take turns working on monthly topics and sharing results at knowledge fairs and thematic visits. A list of topics for 2016-2017 is provided, covering areas such as technology, art, science, and more. Teachers are invited to choose a topic, develop related activities, and participate in the ongoing collaboration.

The document discusses the Common European Framework of Reference for Languages (CEFR). It provides: 1) The CEFR is a framework published by the Council of Europe in 2001 that describes language proficiency across reading, writing, listening and speaking at six levels. 2) The main purpose of CEFR is to provide common standards for teaching, learning and assessing languages in Europe. 3) CEFR levels and "can do" statements are used to develop curricula, exams, evaluate language needs and teaching materials.

Internationalisation and the initial teacher education curriculum’

Ton Koenraad

ODLAA-2017-Karunanayaka_Naidu

Shironica Karunanayaka

This document summarizes three initiatives at the Open University of Sri Lanka to support educators in integrating open educational resources (OER) and adopting open educational practices (OEP). The initiatives used design-based research approaches and frameworks to analyze challenges, design solutions, test and refine those solutions, and reflect on results. Through carefully planned workshops and online environments, the initiatives helped educators shift from traditional, content-focused teaching to more innovative, learning-centered practices using OER. This supported significant changes in educators' thinking, perspectives and teaching methods over time. The initiatives provide insights into effectively designing interventions to enact changes in how educators integrate OER and OEP.

Ines Paland Riedmuller, Claudia Pop: Assessing oral proficiency

eaquals

This document summarizes a workshop on assessing oral proficiency. The workshop covered specifications for speaking assessments, the basics of assessment including purposes, methods and formats. It also discussed the subjectivity of assessment and tools for quality management like training, calibration materials, monitoring and rating grids. The goal was to help institutions determine the most viable approaches for their quality management of oral assessments.

Thom Kiddle: Responding to the challenge of testing and assessing speaking

eaquals

The document discusses assessment of speaking skills in several contexts: 1. It describes the oral secondary school leaving exam in Austria, which consists of a sustained monologue and interactive dialogue assessed based on criteria like fulfillment of task, language use, and intercultural awareness. 2. It discusses the challenges of implementing in-house speaking assessment criteria compared to public examination benchmarking, and proposes a profiling approach using dimensions like range, accuracy, delivery, and interaction. 3. It addresses how to reconcile a language use criterion with the Common European Framework of Reference, and the importance of developing criteria collaboratively based on evidence.

Philippe Taza - Plenary Digital Marketing Strategies to Increase Direct Inqui...

eaquals

This document outlines strategies for language schools to increase direct inquiries through digital marketing. It discusses developing student personas, common direct inquiry channels like search engines and social media, and measuring the direct inquiry funnel. The presentation covers creating a digital marketing strategy, defining keywords and social media channels for personas, using calls to action and landing pages, and measuring inquiries and applications through tools like Google Analytics and a CRM system.

Framework for Mobile Learner Language Learning Contexts

Dr. Norine Wark

This document outlines a framework for mobile learner-determined language learning. It defines learner-determined learning as being self-directed, intrinsically motivated, and occurring in a learner-controlled environment. The framework consists of three learner dimensions, four external contextual elements, and three interdependent learning concepts of relevancy, adaptation, and personalization. Together these allow for the design of context-dependent and independent activities to enhance mobile language learning.

How to exploit OER as digital resource for professional development?

VDU Inovatyvių studijų institutas

This document discusses exploiting open educational resources (OER) for professional development. It defines OER as teaching, learning, and research materials that can be freely accessed, used, adapted, and redistributed with few or no restrictions. The 2017 Ljubljana OER Action Plan provides recommendations in five areas to support wider adoption of OER, including building user capacity and ensuring inclusive access. The document also reviews UN frameworks supporting education rights and OER, and lists ways that OER can enhance professional development, such as inspiring innovation, expanding learning networks, and strengthening abilities like collaboration. However, it notes challenges like lack of awareness, incentives, time and issues around quality and mindsets.

2017 lesson templateclil full (1)

raul oviedo silva

This document is a template for designing an open educational CLIL (Content and Language Integrated Learning) project. It provides sections for teachers to plan details of the project such as its title, subject areas, teacher and student roles, aims, competencies addressed, content, assessment criteria, skills practiced, resources used, and types of activities. The sample project described involves 5th grade students creating their own companies, practicing skills like describing, comparing and evaluating in English, and presenting their final companies to the class. The template is meant to help teachers integrate language and content learning using open educational resources and ICT tools.

EADTU 2018 conference TESI project

Manuel Castro

The TESI project aims to create adaptive and affordable software to help people with verbal communication disabilities socialize and integrate into society. The software will provide personalized tools and learning models on mobile devices. An international team of researchers from several universities developed the TESI system and conducted a pilot study with students, parents, and teachers to evaluate its effectiveness in improving social skills for learners with communication disabilities. The results showed that the software improved academic achievement and provided an accessible tool to support communication skills.

[OOFHEC2018] Manuel Castro: TESI SYSTEM A Digital Model of Teaching and Learning

EADTU

IWMW 2002: Interoperability and learning standards briefing, Introduction

IWMW

The Potential Contribution of Open Educational Resources to e-Learning and Di...

ROER4D

Thom Kiddle: Item development, the CEFR and the perils of Cinderella testing

eaquals

1) The document discusses the development of a new item type called intra-text-banked gap-fill for assessing reading comprehension on language exams. 2) It explores how this item type aligns with the Common European Framework of Reference (CEFR) and could help standard-setting by targeting specific reading processes associated with proficiency levels. 3) The document cautions against "Cinderella testing" where the desire to align with the CEFR may limit the focus of item types only to those illustrated in the CEFR scales.

A critical view of ELT history

Fariba Chamani

This study traces three major shifts in TESOL methods from 1991 to 2006: 1) from communicative language teaching to task-based language teaching, 2) from method-based pedagogy to postmethod pedagogy, and 3) from systemic discovery to critical discourse. It analyzes these shifts, including the transition from CLT to TBLT due to problems with CLT like lack of authenticity in classrooms. It also examines the transition from method-based teaching to postmethod frameworks that emphasize local knowledge and teacher autonomy. Finally, it discusses the shift toward critical approaches that connect language to real-world issues.

Cooperative Learning-Ramos Pavón.pdf

CarmenRamos710010

This document summarizes a study on teachers' perceptions of using tasks to promote cooperative learning in a CLIL (Content and Language Integrated Learning) classroom. 25 teachers participated in a project where they designed interdisciplinary tasks around common topics. A questionnaire assessed the teachers' views on the methodological difficulties of using tasks, their ability to implement them, and challenges with collaboration. The results showed that teachers acknowledged the difficulties but also valued how tasks help achieve learning objectives. Teachers expressed high motivation to continue using this approach.

CERLIS 2011 Emerging genres in the academy? Designing an EAP pedagogy for the...

cahafner

Steve Phillips: Internationalisation. Home. Overseas. Both

eaquals

This document discusses internationalization in education, specifically internationalization abroad through transnational education (TNE) and internationalization at home. It provides an overview of TNE, noting that four out of five UK higher education institutions plan to increase their TNE programs, subjects, countries, and student numbers. The top five countries for UK TNE are Malaysia, Singapore, Hong Kong, China, and Oman. While TNE has grown significantly, international student mobility growth has slowed in recent years for most countries except Ireland, New Zealand, Canada, and the USA. The document also examines internationalizing education at home, noting rebounds in the UK English language teaching industry in 2017 with increases in student numbers and weeks.

Eaquals Training for Excellence: Digital Marketing, Caroline Moore

eaquals

This document provides an overview of a two-day digital marketing training session. Day 1 covers marketing fundamentals like definitions, the marketing mix, and the customer journey. It introduces topics like websites, advertising, and market research. Sessions explore the bigger picture of how marketing relates to other business functions. Day 2 focuses on social media, evaluating success, customer relationship management, and creating a marketing plan. The document provides definitions, frameworks, examples, and discussion questions to help participants understand key digital marketing concepts.

Similar to Thom Kiddle - Integrated skills assessment - opening up the construct

A learning design methodology (OOFHEC2017)

Lillian Buus

Multilingual vocabularies for the Web: Session on multilingual vocabularies, ...

Daniel Vila Suero

Building Sustainability into an EAP Course

Peter Levrai

CEFR and K-13 (MDELT 2017 C Class)

MDELT2017C

Internationalisation and the initial teacher education curriculum’

Ton Koenraad

ODLAA-2017-Karunanayaka_Naidu

Shironica Karunanayaka

Ines Paland Riedmuller, Claudia Pop: Assessing oral proficiency

eaquals

Thom Kiddle: Responding to the challenge of testing and assessing speaking

eaquals

Philippe Taza - Plenary Digital Marketing Strategies to Increase Direct Inqui...

eaquals

Framework for Mobile Learner Language Learning Contexts

Dr. Norine Wark

How to exploit OER as digital resource for professional development?

VDU Inovatyvių studijų institutas

2017 lesson templateclil full (1)

raul oviedo silva

EADTU 2018 conference TESI project

Manuel Castro

[OOFHEC2018] Manuel Castro: TESI SYSTEM A Digital Model of Teaching and Learning

EADTU

IWMW 2002: Interoperability and learning standards briefing, Introduction

IWMW

The Potential Contribution of Open Educational Resources to e-Learning and Di...

ROER4D

Thom Kiddle: Item development, the CEFR and the perils of Cinderella testing

eaquals

A critical view of ELT history

Fariba Chamani

Cooperative Learning-Ramos Pavón.pdf

CarmenRamos710010

CERLIS 2011 Emerging genres in the academy? Designing an EAP pedagogy for the...

cahafner

Similar to Thom Kiddle - Integrated skills assessment - opening up the construct (20)

A learning design methodology (OOFHEC2017)

Multilingual vocabularies for the Web: Session on multilingual vocabularies, ...

Building Sustainability into an EAP Course

CEFR and K-13 (MDELT 2017 C Class)

Internationalisation and the initial teacher education curriculum’

ODLAA-2017-Karunanayaka_Naidu

Ines Paland Riedmuller, Claudia Pop: Assessing oral proficiency

Thom Kiddle: Responding to the challenge of testing and assessing speaking

Philippe Taza - Plenary Digital Marketing Strategies to Increase Direct Inqui...

Framework for Mobile Learner Language Learning Contexts

How to exploit OER as digital resource for professional development?

2017 lesson templateclil full (1)

EADTU 2018 conference TESI project

[OOFHEC2018] Manuel Castro: TESI SYSTEM A Digital Model of Teaching and Learning

IWMW 2002: Interoperability and learning standards briefing, Introduction

The Potential Contribution of Open Educational Resources to e-Learning and Di...

Thom Kiddle: Item development, the CEFR and the perils of Cinderella testing

A critical view of ELT history

Cooperative Learning-Ramos Pavón.pdf

CERLIS 2011 Emerging genres in the academy? Designing an EAP pedagogy for the...

More from eaquals

Steve Phillips: Internationalisation. Home. Overseas. Both

eaquals

Eaquals Training for Excellence: Digital Marketing, Caroline Moore

eaquals

Eaquals Training for Excellence: Adjusting to global changes - effects at loc...

eaquals

This document discusses how demographic and social changes, as well as other megatrends like rapid urbanization and technological breakthroughs, are disrupting businesses globally and locally. It provides nine facts about each of these megatrends, showing how populations are growing and aging differently around the world. This is reshaping consumer markets and requiring governments and companies to adapt their policies and business models. Technological innovations in particular are transforming industries and blurring sector boundaries through new digital platforms and business models. Understanding these trends is crucial for organizations to engage customers and remain relevant in a fast-changing world.

Eaquals Training for Excellence: Coaching, Loraine Kennedy

eaquals

Eaquals Training for Excellence: Assessment, Elaine Boyd

eaquals

The document discusses principles of language assessment and evaluation. It covers topics such as testing principles like validity, reliability, practicality and impact. It also discusses types of assessments, applying assessment principles, mapping assessment levels, writing assessment tasks, and judging performance. The objectives are to discuss testing principles, types of assessments, and how to properly design, apply and evaluate language assessments.

Ekaterina Fleisher & Anna Karlova: Beyond the Classroom: Motivating Language ...

eaquals

This document discusses motivating language learners to succeed beyond the classroom. It reports survey results from students at the Istituto Derzhavin language school on their reasons for lack of motivation. The most common reasons were lack of time (55%) and not feeling able to speak the language (22%). The document proposes various strategies to address demotivating factors, including blended learning options, one-on-one lessons, conversation clubs, and offering interesting cultural events and activities. It questions what can be done to further motivate both students and teachers.

Nick Beer: Teacher Training in the 21st Century is CELTA Still Relevant

eaquals

CELTA remains highly relevant in teacher training, with over 10,000 teachers completing the course annually in over 70 countries. Employers highly value CELTA qualifications and graduates, seeing them as better organized and prepared teachers. While satisfaction with CELTA is very high, stakeholders provided some suggestions for potential updates, including greater focus on teaching young learners and integrating more digital skills as technology becomes more prevalent in classrooms. CELTA administrators will consider these recommendations as they work to ensure the course continues meeting the needs of diverse candidates and the evolving field of English language teaching.

Chris Moore: Applying the Business Model Canvas to Your Business

eaquals

The document discusses the Business Model Canvas, which is a tool for developing and analyzing business models. It presents the key elements of a business model using the Business Model Canvas template, including customer segments, value propositions, channels, customer relationships, revenue streams, key resources, key activities, key partnerships, and cost structure. It then provides an example of how the Business Model Canvas can be applied to Airbnb's business model.

Chris Moore: Developing Coherent Strategy in Turbulent Times

eaquals

The document discusses developing coherent strategy in turbulent times. It notes that the current environment features changing times, widespread globalization, low barriers to entry, commoditization, market consolidation, and political/economic instability. It emphasizes that strategy is about making deliberate choices to be different from competitors. Some key elements of strategy discussed include the Ansoff Matrix for growth opportunities, value proposition canvassing, and choosing activities differently than rivals. The document then introduces lean strategy, which involves experimenting within strategic boundaries, measuring metrics and market feedback, and learning from experiments to potentially revise the strategy through review.

Elaine Boyd: Feedback from the Perspective of the Learner

eaquals

The document summarizes research on international students' perceptions of feedback in tertiary education settings in the UK. It finds that students had disparate understandings of feedback, often seeing it solely as corrections, and were not always receptive to Western pedagogical approaches like peer feedback. Teachers sometimes made assumptions about cultural needs but did not check perceptions with learners. Suggestions are made for improving understanding, such as managing expectations, embedding feedback in learning processes, and providing more training and standardization.

Alex Thorp: Testing tests. Realising the potential of assessment practices

eaquals

The document discusses testing and assessment practices. It provides an overview of contemporary testing approaches, outlines concerns with summative assessment, and presents a test analysis framework. The framework examines test tasks based on candidate characteristics, context validity, and cognitive validity. An example task is analyzed in detail to demonstrate how the framework can determine if a test is fit for its intended purpose.

Chris Farrell: Mentoring as the Foundation for Effective Teacher Development

eaquals

This document discusses the importance of mentoring for effective teacher development. It outlines some of the roles of mentors, including language teacher, trainer, facilitator, and counselor. It also notes some potential pitfalls for mentors, such as not realizing the extent of their own ignorance or falling into the trap of thinking they know everything. The document examines evidence on current mentoring practices and finds a lack of clarity around mentor roles and little systematic support or training for mentors. It proposes some next steps, such as admitting problems, defining the desired type of teacher, and providing systematic support through a mentoring scheme to foster a culture change in teaching approach.

Duncan Foord: A Coaching Approach to Teacher Development

eaquals

A coaching approach to teacher development focuses on individualized goals set by teachers rather than pre-determined schemes. It involves helping teachers identify and achieve their own goals, organize their development, monitor motivation levels, discuss obstacles, provide feedback, and lead by example in sharing development efforts. Specific coaching techniques discussed include using the GROW model of goal-setting, providing a variety of development options and resources, and holding regular coaching conversations to facilitate progress. The overall approach aims to empower teachers' agency over their own learning and career paths.

Martina Limburg: Teaching English with Movies Made Easy

eaquals

The document discusses how interactive film transcripts in Mooveez can be used to teach interactive language. It provides 3 key benefits: 1) It exposes students to realistic spoken interactions as models for their own speech. The transcripts are divided into lessons and include features like insights, flashcards, and quizzes that help students understand and learn from the language. 2) The interactive transcripts allow teachers to easily navigate films and focus on specific language details. Features like scrolling and tapping enable close analysis of pronunciation and language chunks. 3) Mooveez provides tools that help students move from awareness of language in the films to appropriating and autonomously using that language in their own speaking practice through activities like role plays

Khadidja Guerrab: Situational Leadership: When to Move on the Leadership Spec...

eaquals

The document discusses situational leadership theory, which proposes that leaders should adjust their leadership style based on the development level and competence of their followers. It describes four leadership styles - directing, coaching, supporting, and delegating - that vary based on the amount of direction and support provided. The ideal style matches the follower's development level. If the leader's style does not match the follower's needs, their development level can be increased through guidance, feedback and responsibility. The goal is to build follower skills over time to allow less hands-on leadership styles.

Beccy Wigglesworth: Improving Your Customers Experience

eaquals

This document discusses improving customer experience for a school. It defines customer experience as the complete experience from a customer's perspective. It outlines the customer journey from research to follow up after attending classes. Improving customer experience can increase revenues through higher retention rates, reduced marketing costs, and fewer complaints. The document recommends understanding what matters to customers, putting oneself in their shoes, being proactive about delighting customers at all touchpoints, and continuously measuring and improving the experience. Measuring net promoter scores is presented as a way to gauge customer satisfaction. Improving customer experience can result in higher returns through more customers staying, being less price sensitive, and providing positive word-of-mouth.

John Hughes: Make critical thinking part of your teacher toolkit

eaquals

This document discusses making critical thinking part of a teacher's toolkit. It presents Bloom's taxonomy, which categorizes different levels of thinking from lower-order to higher-order skills. The document provides examples of classroom activities that promote basic comprehension to more advanced critical thinking. It encourages incorporating texts, creative thinking exercises, and open-ended approaches into lessons to develop students' critical thinking abilities.

Silvana Richardson: Impactful professional learning for teachers – from input...

eaquals

This document discusses effective approaches to continuing professional development (CPD) for teachers. It outlines that CPD requires significant investment and not all initiatives are effective, so it is important to focus on evidence-informed CPD. The key features of effective CPD according to research are that it is needs-based, differentiated for individual teachers, focused on improving student learning outcomes, and provides opportunities for teachers to apply their learning in the classroom. Effective CPD also includes sustained support from initial input through implementation, not just one-off training sessions, and allows time for teachers to learn, apply, and embed new strategies in their practice.

Damien Lonsdale: Breaking out of the traditional classroom setting with Mobil...

eaquals

This document summarizes the features and capabilities of a mobile learning platform for business English students. It includes over 1400 activities across 6 English proficiency levels covering a variety of 21st century skills. The platform allows teachers to build customized courses, assign activities to students, and track student progress. Teachers can also bookmark and share activities with students through direct messaging within the platform.

Philippe Taza: Following Up on Direct Language School Inquiries with CRM Tech...

eaquals

This presentation discusses how higher education institutions can use customer relationship management (CRM) technology to effectively manage student inquiries from various digital marketing channels and optimize the inquiry conversion process. It covers setting up workflows and campaigns in a CRM to follow up with leads according to their priority level and location. Features like lead scoring, customized email templates, and call/SMS logging allow representatives to track contact history and segment leads. Representatives can also use the CRM to monitor admissions funnel performance and measure the return on investment of different digital marketing strategies.

More from eaquals (20)

Steve Phillips: Internationalisation. Home. Overseas. Both

Eaquals Training for Excellence: Digital Marketing, Caroline Moore

Eaquals Training for Excellence: Adjusting to global changes - effects at loc...

Eaquals Training for Excellence: Coaching, Loraine Kennedy

Eaquals Training for Excellence: Assessment, Elaine Boyd

Ekaterina Fleisher & Anna Karlova: Beyond the Classroom: Motivating Language ...

Nick Beer: Teacher Training in the 21st Century is CELTA Still Relevant

Chris Moore: Applying the Business Model Canvas to Your Business

Chris Moore: Developing Coherent Strategy in Turbulent Times

Elaine Boyd: Feedback from the Perspective of the Learner

Alex Thorp: Testing tests. Realising the potential of assessment practices

Chris Farrell: Mentoring as the Foundation for Effective Teacher Development

Duncan Foord: A Coaching Approach to Teacher Development

Martina Limburg: Teaching English with Movies Made Easy

Khadidja Guerrab: Situational Leadership: When to Move on the Leadership Spec...

Beccy Wigglesworth: Improving Your Customers Experience

John Hughes: Make critical thinking part of your teacher toolkit

Silvana Richardson: Impactful professional learning for teachers – from input...

Damien Lonsdale: Breaking out of the traditional classroom setting with Mobil...

Philippe Taza: Following Up on Direct Language School Inquiries with CRM Tech...

Recently uploaded

220711130097 Tulip Samanta Concept of Information and Communication Technology

Kalna College

220711130082 Srabanti Bag Internet Resources For Natural Science

Kalna College

Oliver Asks for More by Charles Dickens (9)

nitinpv4ai

Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...

TechSoup

skeleton System.pdf (skeleton system wow)

Mohammad Al-Dhahabi

🔥🔥🔥🔥🔥🔥🔥🔥🔥 ‏ ‏إضغ بين إيديكم ‏من أقوى الملازم التي صممتها ملزمة تشريح الجهاز الهيكلي (نظري 3) 💀💀💀💀💀💀💀💀💀💀 تتميز هذهِ الملزمة بعِدة مُميزات : 1- مُترجمة ترجمة تُناسب جميع المستويات 2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!) #فهم_ماكو_درخ 3- دقة الكتابة والصور عالية جداً جداً جداً 4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً 5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني 6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊 🔥🔥🔥🔥🔥🔥🔥🔥🔥

Diversity Quiz Prelims by Quiz Club, IIT Kanpur

Quiz Club IIT Kanpur

Haunted Houses by H W Longfellow for class 10

nitinpv4ai

مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf

سمير بسيوني

Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt

Henry Hollis

Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...

EduSkills OECD

The basics of sentences session 7pptx.pptx

heathfieldcps1

欧洲杯下注-欧洲杯下注押注官网-欧洲杯下注押注网站|【网址🎉ac44.net🎉】

andagarcia212

【网址🎉ac44.net🎉】欧洲杯下注在体育博彩方面，不难发现，欧洲杯下注多为英式运动提供投注。欧洲杯下注为丰富多彩的体育项目提供投注，如足球、赛马、板球和飞镖，但这不是欧洲杯下注的唯一优势。在欧洲杯下注，全世界玩家都可以找到自己感兴趣的比赛进行投注。欧洲杯下注为网球和美式运动如棒球、美式足球、篮球、冰球开出的投注同样值得关注。在夏季或冬季奥运会方面，欧洲杯下注为玩家开出了丰富多彩的服务，是你的不二之选。你还可以投注水球、自行车和班迪球等小众体育项目，甚至可以为武术、拳击和综合格斗投注。欧洲杯下注为众多体育项目开出滚球投注。

RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx

zuzanka

THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...

indexPub

The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.

A Visual Guide to 1 Samuel | A Tale of Two Hearts

Steve Thomason

CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...

Nguyen Thanh Tu Collection

Data Structure using C by Dr. K Adisesha .ppsx

Prof. Dr. K. Adisesha

SWOT analysis in the project Keeping the Memory @live.pptx

zuzanka

Creative Restart 2024: Mike Martin - Finding a way around “no”

Taste

BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...

Nguyen Thanh Tu Collection

Recently uploaded (20)

220711130097 Tulip Samanta Concept of Information and Communication Technology

220711130082 Srabanti Bag Internet Resources For Natural Science

Oliver Asks for More by Charles Dickens (9)

Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...

skeleton System.pdf (skeleton system wow)

Diversity Quiz Prelims by Quiz Club, IIT Kanpur

Haunted Houses by H W Longfellow for class 10

مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf

Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt

Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...

The basics of sentences session 7pptx.pptx

欧洲杯下注-欧洲杯下注押注官网-欧洲杯下注押注网站|【网址🎉ac44.net🎉】

RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx

THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...

A Visual Guide to 1 Samuel | A Tale of Two Hearts

CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...

Data Structure using C by Dr. K Adisesha .ppsx

SWOT analysis in the project Keeping the Memory @live.pptx

Creative Restart 2024: Mike Martin - Finding a way around “no”

BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...

Thom Kiddle - Integrated skills assessment - opening up the construct

1. Integrated Skills Assessment: Opening up the construct Thom Kiddle Director, Norwich Institute for Language Education (NILE) ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 1

2. Defining terms: Integrated Dictionary definition: “Combining things… of different types in one effective unit, group or system.” Literature definition: “Since the use of language in ordinary situations call upon all these aspects [of language], we must further recognise that linguistic performance also involves the individual's capability of mobilizing his linguistic competences and performance abilities in an integrated way, i.e. in the understanding, speaking, reading or writing of connected discourse.” Carroll, J. B. (1968) ‘The psychology of language testing’ ©Eaquals www.eaquals.org 2Eaquals International Conference, Riga, 27 – 29 April 2017

3. Defining terms “One of the major features of the traditional language teaching paradigm has been the separating out of the so-called four skills of listening, speaking, reading and writing into pedagogically convenient units of learning.” Encyclopedic Dictionary of Applied Linguistics (1999) ©Eaquals www.eaquals.org 3Eaquals International Conference, Riga, 27 – 29 April 2017

4. Teaching and testing “One of the greatest ironies associated with integrated teaching is that language proficiency testing – and hence much of the administrative gate-keeping – has remained discrete-point-based .” Hinkel, E. (2010) Integrating the Four Skills: Current and Historical Perspectives, The Oxford Handbook of Applied Linguistics (2 ed.) ©Eaquals www.eaquals.org 4Eaquals International Conference, Riga, 27 – 29 April 2017

5. Defining terms Segregated? Independent? Integrated ≠ Isolated ? Discrete? Disintegrated?! ©Eaquals www.eaquals.org 5Eaquals International Conference, Riga, 27 – 29 April 2017

6. Defining terms Segregated? Independent Integrated ≠ Isolated ? Discrete? Disintegrated?! ©Eaquals www.eaquals.org 6Eaquals International Conference, Riga, 27 – 29 April 2017

7. In practice Tests which measure skills independently… do they really exist? ©Eaquals www.eaquals.org 7Eaquals International Conference, Riga, 27 – 29 April 2017

9. In practice ©Eaquals www.eaquals.org 9Eaquals International Conference, Riga, 27 – 29 April 2017 Task rubric/input in L1 + Task response in TL?

10. The reality ©Eaquals www.eaquals.org 10Eaquals International Conference, Riga, 27 – 29 April 2017 Wholly independent Wholly integrated

14. The interesting part ©Eaquals www.eaquals.org 14Eaquals International Conference, Riga, 27 – 29 April 2017 Prompt from an institute’s Business English test: You are the customer services manager in a major international company. Read the e-mail thread below between your junior colleague and a dissatisfied customer. Next, listen to the answerphone message left by the customer following the e-mail exchange. Then, write a formal response to the customer to try to resolve the problem.

15. Challenges… ©Eaquals www.eaquals.org 15Eaquals International Conference, Riga, 27 – 29 April 2017 Face validity Scoring validity Inter-rater reliability Diagnostic information Practicality Jagged candidate profiles www.pawelkuczynski.com

16. Cumming’s (2013) Promises and Perils… ©Eaquals www.eaquals.org 16Eaquals International Conference, Riga, 27 – 29 April 2017 Cumming (2013) Language Assessment Quarterly NB. Cumming focused on Assessment of Writing for Academic Purposes Promises Perils Realistic literacy activities Mixes writing ability with comprehension of source material Engage test takers in writing related to specific content Muddles assessment and diagnostic information together Counters test method / practice effects Involves genres (e.g. summary writing) that are ill-defined Consistent with construction-integration & multi-literacies model Requires a minimum level of language proficiency to be effective Offer diagnostic value for self- assessment Mixes language from source material with candidate’s own language

17. ©Eaquals www.eaquals.org 17Eaquals International Conference, Riga, 27 – 29 April 2017 Is there an unavoidable tension between an acknowledgment of the reality of language use (i.e. integrated) and the need in an LT context to disaggregate the skills in order to support learning?

19. ©Eaquals www.eaquals.org 19Eaquals International Conference, Riga, 27 – 29 April 2017 Is a middle way to use a number of integrated tasks and be explicit to learners about the assessment focus? e.g. a summary task only looking at content points covered, not written accuracy, to measure reading ability A way forward…

20. What next? ©Eaquals www.eaquals.org 20Eaquals International Conference, Riga, 27 – 29 April 2017 www.pawelkuczynski.com

21. ©Eaquals www.eaquals.org 21Eaquals International Conference, Riga, 27 – 29 April 2017 EAQUALS Assessment Special Interest Group Thom Kiddle (NILE) Tim Goodier (Eurocentres) Anthea Wilson (Trinity) Sue Hackett (QQI) Emma Heyderman (IH Lacunza) Belinda Steinhuber (CEBS) Claudia Pop (TestDAF) Nadine Early (ATC Ireland) Varinder Unlu (Bloomsbury International)

Thom Kiddle - Integrated skills assessment - opening up the construct

Recommended

Recommended

More Related Content

Similar to Thom Kiddle - Integrated skills assessment - opening up the construct

Similar to Thom Kiddle - Integrated skills assessment - opening up the construct (20)

More from eaquals

More from eaquals (20)

Recently uploaded

Recently uploaded (20)

Thom Kiddle - Integrated skills assessment - opening up the construct