esami di lingua inferno o paradiso? claudia beccheroni
TRANSCRIPT
Esami di linguainferno o paradiso?
Claudia Beccheroni
GLI ESAMI NON FINISCONO MAI.....
......E COMINCIANO MOLTO PRESTO
INFERNO O PARADISO?
DIPENDE DALLE ESPERIENZE
REASONS FOR TESTING
ENTRY PROGRESSACHIEVEMENTPROFICIENCYDIAGNOSTIC
HOW? INTERNI > ESTERNI VALUTAZIONE A NORMA > A
CRITERIO DIRETTA > INDIRETTA DISCRETE ITEMS >LANGUAGE AS A WHOLE
WHAT? ABILITA’ ISOLATE > ABILITA’ INTEGRATE LINGUA GEN/ ESP / EAP CONOSCENZA REGOLE CONTENUTI - MATERIE OTHER SKILLS PERFOMED WITH THE LANGUAGE
QUANTO TEMPO PASSIAMO A VALUTARE O
A ESSERE VALUTATI?
MISURARE .....FORMARE...
QUESTO E’ IL DILEMMA
KEY POINTS
VALIDITA’AFFIDABILITA’PRATICABILITA’WASHBACK-’EFFETTO
ONDA’- RIFLUSSO
VALIDITY L’ESAME TESTA CIO’ CHE DESIDERIAMO O CHE SI PROPONE DI VALUTARE?
TRICKY QUESTION(Face-Content-Construct)
RELIABILITYValidity versus ReliabilityALWAYS A STRUGGLE
IL FAUT CHOISIR
Reliability
Piloting of items-formats
Syllabus
Marking scheme
Standardisation- Monitoring
E IL FAMOSO RIFLUSSO?WASHBACK, ovvero
THE EFFECT OF TESTING ON TEACHING AND LEARNING
NEGATIVE WASHBACK allargare il GAP tra insegnamento e
valutazione TEACH TO THE TEST valutare tramite tasks artificiali
NEGATIVE WASHBACK
Esperienza negativaBadly designed test-exam(difficoltà, chiarezza, formato, contenuti, tempo)Ansia Auto stima
BENEFICIAL WASHBACK
INSEGNARE E VALUTARE LA LINGUA SECONDO LO STESSO APPROCCIO E TRAMITE
TASKS E CONTENUTI CHE RISPECCHIANO L’USO REALE
DELLA LINGUA
BENEFICIAL WASHBACK
VALUTARE LE ABILITA’ CHE VOGLIAMO INCORAGGIARE
PROVIDE A POSITIVE EXPERIENCE
THERE IS A TENDENCY TO TEST WHAT IS EASIER TO TEST RATHER THAN WHAT IS MOST IMPORTANT BEFORE WE DECIDE THAT WE CANNOT AFFORD TO TEST IN A WAY THAT WILL PROMOTE BENEFICIAL WASHBACK, WE HAVE TO ASK OURSELVES : “WHAT WILL BE THE COST OF NOT ACHIEVING BENEFICIAL WASHBACK?” Charles Alderson
The Learner’s active involvement in the Trinity exams: a step towards motivation and learner’s autonomy LEARNER AUTONOMY LEARNER PARTICIPATION LEARNER NEEDS
THE PREPARED TOPIC AND TEXT
Incoraggiano l’autonomia, il coinvolgimento, l’interesse
Offrono agli studenti l’opportunità di mostrare le loro abilità linguistiche
Are a practice of real-life communication skills
VIDEO OF GRADE 6
ATMOSFERA
ESPERIENZA POSITIVA O NEGATIVA?
COINVOLGIMENTO DEL CANDIDATO
MISURAZIONE O FORMAZIONE?
I.S.E (esame di abilità integrate)
portfolio of reality-based tasks – use of IT
Completing forms /q’nnaires
Writing articles, reports, memos
Creative and imaginative writing
Writing personal or business letters
Making notes
Obiettivi della ricerca
Verificare l’effetto dell’esame Trinity su
motivazione dello studente
processi di apprendimento
processi di insegnamento
The respondents
•Number of Teachers 756
•Number of students 21,640
•Mat. average age 15,210
•Mat. Average Trinity grade4,166
•Failure rate stated by teachers 4,38 %
•Undergrading yes 165 no 547
•Curricular 52% extracurricular 48%
Effect on teaching
English more spoken in class
no 22%
yes78%
Effect on assessment:methods and timing
Better and more frequent assessment of audio-oral skills
no13%
yes87%
Effect on learning
The students who prepared the exam learnt faster
no37%
yes63%
The students who prepared for the exam learnt more
no17%
yes83%
Effect on learning
Sts were more motivated
no6%
yes94%
The students self-esteem as speakers of english increased after the exam
same
7%
yes92%
no1%
Stressful experience?
•For the teacher : 29% yes
Administration burden
Lack of published materials
Grading
Test of their own work
Anxious experience
For the student : 20% yes
Period cohinciding with state exams
Novelty
Italian ‘scare’ of exams
Pressure
Strengths
Friendly board
•Examiners from the UK
•No need for exam passing techniques
•Multiple grading within the group
•Test of language
Pass rate in percentages 2001
CEF Level Italy Rest of the World A1 97 98A2 95 97B1 92 96B2 90 94C1 89 91C2 79 90
Totale 94 97